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Mathematics teachers’ use of ICT in classroom instruction: Exploring the will-skill-tool-pedagogy model in the Ghanaian context

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Abstract

This study models the essential factors for a teacher to effectively incorporate ICT into mathematics instruction. An attempt is made to understand how the parameters; will (positive attitudes), skill (ICT competence), tool (access to ICT tools) and pedagogy (teaching style and confidence in skill) (WSTP) vary among mathematics teachers and predict the impact on ICT integration. Well validated instruments spanning the areas of attitudes, competencies, access, pedagogy and technology integration proficiencies were used to collect data from 92 mathematics teachers. Based on the conduct of Partial least squares structural equation modelling (PLS-SEM), the results showed significant positive correlations among the will, skill, tool and pedagogy parameters and the stages of adoption of teachers’ use of ICT. The predictive ability of the factors indicated 21% proportion of variance explained by WSTP in the adoption of ICT. Further, the results indicated that Tool was the strongest predictor of ICT integration. Thus, the study asserts that if mathematics teachers in the context will integrate ICT effectively in teaching, then increasing access to ICT tools should be a priority of Ghanaian senior high schools. Further, insights into understanding ICT usage in the mathematics classroom contexts are discussed.

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Data availability

The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.

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Authors and Affiliations

  1. University of Cape Coast, Cape Coast, Ghana

    Annie Sawyerr & Douglas Darko Agyei

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  1. Annie Sawyerr
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  2. Douglas Darko Agyei
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Correspondence to Douglas Darko Agyei.

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Sawyerr, A., Agyei, D.D. Mathematics teachers’ use of ICT in classroom instruction: Exploring the will-skill-tool-pedagogy model in the Ghanaian context. Educ Inf Technol 28, 9397–9416 (2023). https://doi.org/10.1007/s10639-022-11234-x

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