Ndlovu, M., & Meyer, D. (2024). Teachers’ TPACK readiness to teach mathematics with technology: A case study of a private high school in South Africa. In U. Ramnarain & M. Ndlovu (Eds.), Information and communications technology in STEM education: An African perspective. Advance online publication. Taylor & Francis. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003279310-9/teachers-tpack-readiness-teach-mathematics-technology-mdutshekelwa-ndlovu-debbie-meyer?context=ubx&refId=8b9bfa77-c2c8-463b-83ba-6134bbe0ca55

Abstract:

“The case study reported in this chapter investigated mathematics teachers’ readiness to integrate technology at a private high school where the second author taught, in the city of Johannesburg metropolitan area, South Africa. Our data sources included in-depth and focus group interviews of purposively selected mathematics teachers at the school to determine teachers’ attitudinal and technological pedagogical readiness to integrate digital technologies in the teaching of mathematics in their classrooms. The findings were that although the high school was relatively well equipped in terms of Information and Communication Technology (ICT) hardware infrastructure, ICT tools and internet connectivity, the teachers’ ICT integration was predominantly limited to communication and administration purposes. Mathematics teaching and learning software such as spreadsheets and dynamic digital technologies were barely used, let alone web-based or online applications. Most of the teachers were willing but not digitally ready enough. They preferred to use traditional teacher-centred didactics. We recommend schools and school authorities to not just focus on ICT hardware and connectivity infrastructure but to also prioritize the professional development of teachers’ digital and TPACK competencies.”