Current Journal of Applied Science and Technology

This article was motivated by observations made by the researchers that most mathematics educators were shying away from using technology to teach mathematics even in well-resourced schools while learners were embracing technology and using it as a source of inquiry in their everyday lives. The paper further explores how various strategies can be put in place to motivate educators to use technology in teaching and learning of mathematics. The researchers feel that very little is being done to bolster educators’ confidence in grabbing this opportunity and help learners to benefit from availability of technology. The study adopted a mixed method research design and was informed by the social constructivist and critical theories.  Data was elicited through ten focus group discussions held in a district in the Free State province where the researchers worked as mathematics facilitators. Data from educators were analyzed thematically The study established that educators were reluctant to embrace technology to teach mathematics; while in the contrary learners were fast catching up with changes in technology in such a way that lessons were boring to most learners.  Technology (internet and digital media) was supposed to inform instruction to make lessons learner-centered, more interesting and relevant to the current needs of learners. It was observed that most male mathematics educators were more interested in attempting to use technology than their female counter parts who used it for social networking. To restore the dignity of mathematics teaching and learning, a comprehensive strategy to motivate educators not to shy away from technology was to be adopted. Among other things the study recommended training, provision of free WIFI to schools, allowing learners to bring and use their smart phones at schools and introducing incentives such as additional remuneration to motivate educators.