EXPLORING TEACHERS’ VIEWS ON THE USE OF TECHNOLOGY IN THE TEACHING AND LEARNING OF MATHEMATICS IN BOTSWANA PUBLIC AND PRIVATE SCHOOLS

Abstract

Improving performance in mathematics has remained a major challenge for education stakeholders in Botswana and beyond. With the role of teaching and learning strategies in improving performance in mathematics well established, this study explored teachers’ perspectives on the use of Education Technology (ET) in teaching and learning of mathematics in Gaborone. The study uses a phenomenological qualitative research design underpinned by interpretivism. Data was collected by means of oral interviews and was collected from 16 mathematics teachers selected from eight public and private schools. The findings showed that private schools applied technology more robustly than their public counterparts. However, power cuts, internet cuts, and lack of dedicated classrooms for teaching of mathematics were major hindrances to applying technology in the schools. Public schools were further hindered by lack of resources, training, monitoring, and supervision, with some of the available resources not being put to good use, especially by learners. Public school participants however concurred with private school participants that technology had the capacity to improve learning outcomes when applied correctly. These findings underscore the need for improved technology at the level of policy and practice, especially in public schools through public-private partnerships.