Emerging technologies as tools for enhancing mathematics professional learning communities in Botswana

Abstract

This chapter explains policy initiatives and the potential for the use of information and communication technologies (ICTs) in professional learning communities (PLCs) in in-service mathematics teacher education in Botswana. The Botswana context, and how ICTs could support teacher empowerment through PLCs, was explored. The key arguments are based on literature review and documentary analysis of relevant government policy documents pertaining to continuing professional development (CPD) and comparison with the global trends in PLCs. We found that the current top-down policy initiatives pose challenges in implementing and sustaining PLCs, and that there is need to involve the mathematics classroom practitioners. The study recommends the use of ICTs in PLCs to address teacher empowerment issues of access, autonomy, competency and learning standards for the country to remain competitive in the global economy. The availability of this information will assist in formulating policy on mathematics teacher empowerment, enhancing professional development and effective classroom practice.