Primary school teachers’ experiences of teaching mathematics, incorporating smartboards

Abstract

Background: The Gauteng Department of Basic Education introduced smartboards into education early in 2010 and provided continuous training to teachers around the province. However, 15 years later, a discernible gap still exists in how primary school teachers incorporate and experience teaching mathematics, using smartboards.
Aim: To investigate how primary school teachers incorporate smartboards into mathematics teaching and to explore their experiences of using this technology in the classroom.
Setting: This study was conducted with primary school teachers from one school in the Gauteng province, which taught mathematics using smartboards.
Methods: A qualitative design was adopted with data collected through lesson observations and one-on-one semi-structured interviews with eight primary school teachers, and the data underwent thematic analysis.
Results: Primary school teachers reported positive experiences of incorporating smartboards and confidence in using this technology for mathematics teaching and learning. However, teachers acknowledged certain limitations in their proficiency in using smartboards for teaching. Teachers also indicated several disadvantages related to incorporating smartboards in their mathematics classrooms.
Conclusion: Teachers indicated both advantages and disadvantages of integrating smartboards when teaching mathematics. However, they also indicated benefits within the broader educational system and classroom practices, which outweighed the drawbacks.
Contribution: This study contributes to research on the interplay between teachers’ acceptance of technology and their ability to incorporate it effectively in mathematical teaching within primary school, emphasising the need for continuous teacher training and provision of resources, particularly in resource-constrained schools. It recommends the integration of smartboards into the teaching and learning of mathematics in primary schools.