n South African Journal of Education - Perceptions and needs of South African Mathematics teachers concerning their use of technology for instruction
|Article Title||Perceptions and needs of South African Mathematics teachers concerning their use of technology for instruction|
|© Publisher:||Education Association of South Africa (EASA)|
|Journal||South African Journal of Education|
|Affiliations||1 University of Pretoria, 2 University of Pretoria, 3 University of Pretoria, 4 University of Pretoria, 5 University of Pretoria, 6 University of the Free State and 7 Nelson Mandela Metropolitan University|
|Publication Date||Nov 2015|
|Pages||1 - 13|
|Keyword(s)||Internet, Mathematics education, Online, Quality material, Resources, Teachers' perceptions, Technology and UTAUT|
ISI Social Science
Although many South African teachers have access to the internet, they often refrain from using available online resources to improve the quality of their own teaching. In an attempt to promote Mathematics teachers' effective use of online resources, we developed a web-based platform. This article reports on the first phase of a broader project that focuses on Mathematics teachers' perceptions about and needs for utilising technology in the classroom. Twenty-two teachers participated in this mixed-method pilot study. To obtain qualitative data, we facilitated a Participatory Reflection and Action (PRA) workshop and for the quantitative part of our study, we implemented a questionnaire. The Unified Theory of Acceptance and Use of Technology (UTAUT) were selected for the theoretical framework. With regard to effort expectancy, participating teachers found the use of technology overwhelming, resulting in a need for further training. No evidence was found of social influence affecting the participants' acceptance of technology. The participants proved to have access to sufficient equipment. However, their perceptions of their own limited skills weighed heavier than external facilitating conditions. As a result, participating teachers were hesitant to utilise technology in their teaching.
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