Analysing Mathematics Teachers’ Experiences during ICT Integration into the CAPS FET Phase in South Africa

A preliminary investigation was conducted to gain insights into integrating information and communication technologies (ICTs) into mathematics. The investigation focused on the further education and training (FET) phase of the South African senior school curriculum. The technological pedagogical content knowledge (TPACK) framework was used as the theoretical framework. A qualitative research approach, with a convenience and purposive sampling strategy, was employed. Eight Grade 10–12 teachers from well-resourced schools in Gauteng were selected. Data were collected through semi-structured interviews and thematically analysed. The findings revealed that most participants had optimistic views and integrated ICTs into their teaching practices. When analysing their views and reported teaching practices using the TPACK framework, it was found that participants primarily integrated ICTs to increase productivity. However, owing to the demands of the FET curriculum, it was a major challenge for teachers to find time to identify new technologies that align with the FET curriculum. Further research is recommended to reconsider the functions and roles of support teams for time-intensive curricula, such as the FET mathematics curriculum, to improve the integration of ICT into mathematics lessons.