The challenges faced by Grade 7 Mathematics teachers in integrating digital technologies to teach data handling

Abstract

This study explored the challenges faced by mathematics teachers in integrating digital technologies in teaching Data handling in Grade 7 in Ohangwena Region, Namibia. In this digital era, it is crucial for teachers to realise the significant role that technologies play in learners’ performance. A qualitative case study approach was adopted for this study. The sample includes two (2) Grade 7 Mathematics teachers and twenty-six (26) Grade 7 Mathematics learners. Semi-structured interviews and observations were used to collect data. Data from interviews and observations were analysed using deductive thematic analysis and the TPACK theory guided this study. The results of this study show that teachers are faced with several challenges in integrating technology in teaching. The challenges include the inadequate technological skills in teachers on integrating technology in teaching, insufficient technological tools in schools, negative perspectives among teachers towards the utilisation of technology to teach and limited scope on the integration of technology in the curriculum. This study thus recommends the provision of sufficient digital tools in schools. The study also recommends that in-service teachers be provided with continuous professional development to improve the technical skills and sufficient training of pre-service teachers on technology integration in teaching Mathematics. It is further recommended that curriculum developers need to revise the curriculum and improve it to accommodate technological integration in teaching.