Mathematics teachers’ integration of technology for pedagogical use in a less affluent High School in the Western Cape
Abstract: Many factors affect the integration of Educational Technology (ET) for pedagogy in less affluent high schools in the Western Cape. Despite the prevalence of a variety of ETs, not all teachers are fully equipped to take advantage of the immense benefits posited by ET. This study aims at investigating the factors that affect mathematics teachers’ integration of technology for pedagogical purposes in less affluent high schools in the western cape. This study reveals that a lot of teachers in public schools in the Western Cape still face critical challenges in their attempt to fully integrate ET for pedagogy. A qualitative research approach was employed for this study and data was gathered using semi structured interviews and observations. Participants were purposively selected from a set of schools that were randomly selected. Results show that that there a number of factors that impede the integration of technology by mathematics teachers for pedagogical use