Identifying Barriers to Integration of Technology into Traditional Approach of Teaching: A Case Study of Mathematics Teachers in Former Transkei in the Eastern Cape
[The full paper was previously published in the International Journal of Community Development & Management Studies, 1, 39-47. Available at http://ijcdms.org/Volume01/v1p063-071Fosu3785.pdf]
The main aim of the study is to identify some of the barriers to the integration of technology into the teaching of mathematics in high schools.
Writing on chalkboards as a method of transferring knowledge is a key feature of traditional approach to teaching may have been successful in the past, but the minds of the current generation vary from those of the previous generation. Today’s students are immersed in technology. They are much more up-to-date on the latest technology and gadgets. Technology has certainly changed how students access and integrate information, so it plausible that technology has also changed the way students thinks. Growing up with cutting-edge technologies has left them thinking differently than students of past generations. This call for new innovative approaches to teaching that will cater to the students of today. Of course it is not wise to discard the traditional way of teaching that the past teachers have painstakingly created because of its past and some current success. This is why it is recommended to use this approach as a base for the new ones. Thus, if there is a way to transfer the advantages of this approach of teaching to new innovative approach then teachers should do everything in their power to merge the past and the present into one innovative teaching approach.
Purposeful sampling was used to survey a total of 116 high school mathematics teachers in the former Transkei Homelands. But only 97 questionnaires were deemed usable because of the way they have answered the questions. Microsoft excel was used in the descriptive statistics
To identify some barriers that need to be addressed by stakeholders, policy makers in high school education so that high school mathematics teachers will be able to integrate technology into their classroom teaching to meet today students’ learning needs.
The results indicated that the participating teachers need to be trained and supported in the use of the new technologies applicable to teaching mathematics.
The Eastern Cape department of education needs to consider the lacked of technology training as a barrier to the integration of technology into the teaching of mathematics and take necessary steps to address it.
There is the need to explore in depth whether the factors of gender and age also act as barriers.
The research will assist stakeholders, policy makers of high school education to identify the needs of mathematics teachers. That is to say, the skill sets, experience and expertise, as well as teaching equipment and classroom design and environment required by mathematics teachers.
More work needs to be done to check whether gender, age of the teachers have some effects on their attitude towards technology integration as well as evaluate the role played by choice of teaching methodology and teaching objectives.