Mathematics teachers’ perceptions on Information and Communication Technology integration in teaching and learning

Abstract

This study explored Grade 12 mathematics teachers’ perceptions of using ICT tools in teaching and learning. Adopting a qualitative approach with an exploratory design, the study purposively selected four participants who were interviewed using semi-structured interviews. Data were analysed thematically through coding and categorization. The findings revealed several challenges hindering effective ICT integration, including insufficient training, overcrowded classrooms, limited ICT resources, and inadequate institutional and national support. While ICT tools were available, teachers struggled to utilize them fully. Some viewed ICT as time-consuming and complex, whereas others recognized its potential to enhance cross-curricular competence and learner engagement. Despite these challenges, teachers acknowledged the motivational impact of ICT integration. The study concluded that merely deploying ICT tools does not guarantee their effective use. To enhance ICT adoption, policymakers should align national education standards with teachers’ expectations and provide targeted support to ensure meaningful integration into mathematics education.