Abstract
With the increased availability of information and communications technology (ICT) in schools, it is important to examine how teachers use it in their instruction. This paper describes a study that involved a number of secondary mathematics teachers who had been using the new technology in their teaching for a number of years. It reports on some of the factors affecting teacher’ use of the new technology identified by analysing the data collected through questionnaires and teachers’ interviews. A possible theoretical framework to account for teachers’ learning about ICT and teachers’ incorporation of ICT into their planning for teaching mathematics is presented.
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