Bridging the digital divide: mathematics teachers’ perceptions and use of information and communication technologies in the classroom at secondary schools in Tanzania

Furaha Chuma; Christina Raphael

Authors

Furaha Chuma Department of Physics, Mathematics and Informatics, Dar Es Salaam University College of Education, Dar es Salaam, Tanzania
Christina Raphael Department of Educational Foundations, Management and Life Long Learning, Dar Es Salaam University College of Education, Dar es Salaam, Tanzania

Keywords:

ICT integration, teacher’s perceptions, mathematics education, technology acceptance model (TAM), ordinary-level secondary schools, Tanzania

Abstract

This research investigated the perceptions of lower secondary school mathematics teachers regarding the use of Information and Communication Technology (ICT) in instruction. Ten ordinary secondary schools from Dar es Salaam and five from the Coastal regions were involved in the study. The schools were chosen based on their Mathematics Grade Point Average (GPA) from the 2021 Form Four National examinations. The research used a mixed methods approach whereby data were gathered through semi-structured interviews and questionnaires. Data were analysed using the SPSS IBM 25 software. Drawing upon the Technology Acceptance Model (TAM), it was deduced that teachers’ perceptions of the usefulness and user-friendliness of ICT tools played a significant role in their adoption. Therefore, this study recommends collaborative efforts between policymakers and educators to fully leverage the benefits of integrating ICTs in mathematics education, ultimately serving both mathematics teachers and students for enhancing teaching and learning processes and quality of education.