DIGITAL TECHNOLOGIES FOR TEACHING MATHEMATICS AND SCIENCES IN SECONDARY SCHOOLS: PRE-SERVICE TEACHERS’ PERSPECTIVES

Abstract

This study is a preliminary investigation of the pre-service teachers’ perceptions about using digital technologies for teaching and learning in computer studies, mathematics and science subjects in secondary schools in Botswana. The aim was to better understand pre-service teachers’ usage of digital technologies during their teaching practice period, and assess their preparedness for integrating digital technologies in their future teaching. Mixed methods, including interviews, observations of class sessions, a questionnaire and document analysis methods were used for data collection during the teaching practice session of 2014. The results reveal widespread use of digital technologies among the pre-service teachers at both junior and senior secondary school levels. Findings indicated the existence of various perceived cognitive affordances, physical affordances and learner-centred approach affordances of the use of digital technologies in teaching. The findings contribute to the literature by validating the Technology Acceptance Model (TAM) factors of ‘usefulness’ and ‘ease of use’ of digital technologies in the Botswana context, and the relationship between the affordances and TAM constructs.