Integration of technology in mathematics education: Experiences and perceptions of public senior secondary school mathematics teachers in Botswana

The integration of Information and Communication Technology (ICT) in educational contexts has led to substantial changes in both teaching and learning approaches. The role of ICT has proven advantageous for both teachers and students. Despite this, there exists a scarcity of research investigating the experiences and perspectives of mathematics teachers at the senior secondary level in Botswana concerning the integration of ICT in mathematics education. This study investigated the perceptions and experiences of 20 purposively selected senior secondary mathematics teachers regarding the integration of ICT in mathematics education. The study was guided by Mishra and Koehler's (2006) TPACK (Technological Pedagogical Content Knowledge) framework and employed structured interviews and observations to collect data. The results showed that mathematics teachers are aware of the concept of integrating technology into mathematics education. The results also showed that most teachers are only familiar with basic technological tools such as computers and scientific calculators. Teachers acknowledged the significance of integrating technology into mathematics education for both them and their students. They noted that the integration of ICT in mathematics teaching can assist in lesson planning, delivery, communication, administrative duties, and research, while also having the potential to enhance students' academic performance. However, teachers conceded that there are significant challenges to effectively integrating technology into mathematics education, which include a shortage of resources, a lack of necessary knowledge and skills, and inadequate professional training specific to the subject. The study recommended that the government of Botswana should focus on providing reliable internet connectivity in public schools, maintaining classrooms