Examining the Availability of Information and Communication Technologies in Mathematics Teaching: A Case of the Alfred Nzo East District, South Africa

The aim of this paper was to examine the availability of Information and Communications Technologies (ICTs) in mathematics teaching in the Alfred Nzo East District, South Africa. The study was guided by the interpretive paradigm, adopting the qualitative research approach in the form of a case study design. The study population consisted of mathematics educators from selected secondary schools. The sample size comprised twelve (12) mathematics teachers from the selected secondary schools. Face-to-face, in-depth semi-structured interviews were conducted using an open-ended interview guide to collect data. Themes derived from participants’ responses were thematically analysed. Findings revealed that there is an unavailability of ICT infrastructure, a lack of resources, a lack of professional development, a lack of technical support from the Department of Basic Education (DBE), a lack of ICT workshops for training teachers and the implementation of ICT policies. This research has established an accurate state examining the availability of ICTs in mathematics teaching in the Alfred Nzo East District. It is recommended that the Department of Basic Education (DBE) conducts workshops to train teachers and ensure that ICTs are available in schools. This study contributes to the corpus of current knowledge because of the observed gap.