Competencies of Senior High School Mathematics Teachers in Incorporating Technology into their Lesson Delivery

Abstract

Teachers’ competencies are critical in the technical and pedagogical use of ICT applications in the mathematics classroom. This study adapted the United Nations Educational Scientific and Cultural Organisation (UNESCO) ICT competency framework for teachers and the Social Cognitive Theory to investigate Senior High School mathematics teachers’ competencies in incorporating technology in their lesson delivery in Ghana. The sequential explanatory mixed method design was used for the study. A questionnaire was used to gather quantitative data for the study. In addition, a classroom lesson observation checklist and semi-structured interview guide were employed to gather qualitative data to complement and explain the quantitative results. 220 senior high school mathematics teachers responded to the questionnaire. Also, mathematics lessons of six teachers were observed. These teachers were then interviewed to triangulate the questionnaire and observation data. The quantitative data were analysed using descriptive statistics, standard multiple regression, and correlation. The interview and observation data were analysed using thematic analysis. The findings indicated that mathematics teachers possessed high technology knowledge self-efficacy beliefs, but they have relatively low levels of preparedness and ICT skills in using technology in their lessons. In addition, ICT skills and teacher preparedness appeared as the best predictors for technology usage in mathematics lesson delivery. This implies that mathematics teacher education programmes should consider making ICT a core component of their curriculum to prepare prospective teachers to teach mathematics with technology. The findings are discussed in greater detail in the study.