Acceptance of Technology in the Classroom: A Qualitative Analysis of Mathematics Teachers’ Perceptions

Abstract

The degree of integration of ICT in education varies within contexts. Accordingly, teachers have different opinions and beliefs on the practicability and educational worth of the integration. This research was carried out to collect the views of Mathematics teachers after a blended model, combining the traditional approach with ICT-based lessons, was used to teach the topic fractions to junior secondary school students. These class teachers were thus able to give an informed opinion of the process. Data collected led to the construction of a technology implementation model. The four emerging themes of the interviews were ‘learner empowerment’, ‘effective teaching’, ‘inhibiting factors’ and ‘teacher support’. Generally, teachers were positive about the pedagogical worth of ICT and expressed their willingness to see technology as part of the teaching/learning process. However, apprehension and concerns were also voiced out and one key element highlighted was the systemic and systematic professional development of teachers.