Integrating educational technology in mathematics education in economically disadvantaged areas in South Africa
06 May 2021This qualitative case study adopted the Unified Theory of Acceptance and Use of Technology (UTAUT) created by Venkatesh, Morris, Davis, and Davis (2003) to investigate the elements that facilitate and hinder the integration of educational technology in mathematics education in economically disadvantaged areas of South Africa. Semi-structured interviews were conducted with two school leaders and three Grade 5 mathematics teachers from two smart schools, one in Gauteng and the other in the Western Cape Province, which were conveniently and purposefully selected. Additionally, one mathematics lesson was observed at each of these schools. To analyze the responses from interviews, content analyses were used. Findings showed that facilitating conditions such as adequate technological infrastructure and qualified information technology technicians influenced the actual teacher use of educational technology in mathematics instruction. However, social influence had the largest impact on these teachers’ integration of educational technology in mathematics education. Implications for practice are discussed.
| Authors: | Saal, Petronella Elize, Graham, Marien Alet, Van Ryneveld, Linda |
| Institution: | University of Pretoria |
| Keywords: | Economically disadvantaged areas, Educational technology, Mathematics education, Primary education, Qualitative research, Unified theory of acceptance and use of technology (UTAUT), Economically disadvantaged areas, Educational technology, Mathematics education, Primary education, Qualitative research, Unified theory of acceptance and use of technology (UTAUT), Economically disadvantaged areas, Educational technology, Mathematics education, Primary education, Qualitative research, Unified theory of acceptance and use of technology (UTAUT), Economically disadvantaged areas, Educational technology, Mathematics education, Primary education, Qualitative research, Unified theory of acceptance and use of technology (UTAUT), Economically disadvantaged areas, Educational technology, Mathematics education, Primary education, Qualitative research, Unified theory of acceptance and use of technology (UTAUT), Economically disadvantaged areas, Educational technology, Mathematics education, Primary education, Qualitative research, Unified theory of acceptance and use of technology (UTAUT), Economically disadvantaged areas, Educational technology, Mathematics education, Primary education, Qualitative research, Unified theory of acceptance and use of technology (UTAUT), Economically disadvantaged areas, Educational technology, Mathematics education, Primary education, Qualitative research, Unified theory of acceptance and use of technology (UTAUT), Economically disadvantaged areas, Educational technology, Mathematics education, Primary education, Qualitative research, Unified theory of acceptance and use of technology (UTAUT), Economically disadvantaged areas, Educational technology, Mathematics education, Primary education, Qualitative research, Unified theory of acceptance and use of technology (UTAUT), Economically disadvantaged areas, Educational technology, Mathematics education, Primary education, Qualitative research, Unified theory of acceptance and use of technology (UTAUT) |