The integration of ICT pedagogy: A panacea to mathematics teacher training in South African universities
DOI:
https://doi.org/10.38140/obp3-2025-07Keywords:
ICT integration, ICT pedagogy, innovative technologies, mathematics teaching, pre-service teachersAbstract
Information and Communication Technology (ICT) pedagogy involves exposing pre-service teachers (PSTs) to the integration of ICT across the curriculum as a teaching and learning strategy. Research in university teacher training indicates that there is little to no instruction on ICT integration in the teacher training programmes of South African universities. While today's PSTs appear to be skilled ICT users, it is a misconception to assume that they have developed adequate skills outside their teacher training programmes. Therefore, universities need to capitalise on ICT pedagogy for mathematics PSTs by equipping them with essential technology tools for teaching. ICT integration into mathematics teaching and learning promotes collaboration, communication, and knowledge-sharing among learners. Although there is access to ICT tools at universities today, it is important to note that access is not synonymous with competency; hence, mathematics PSTs require skills to integrate these ICT tools into their teaching. Adopting a critical literature review, this chapter aims to analyse the approaches that can be used to teach pre-service mathematics teachers to integrate ICT into their instruction. This will be achieved by exploring the importance of exposing PSTs to ICT pedagogy, investigating the extent and ways in which technology is used in teacher-training institutions, understanding how these institutions prepare mathematics PSTs for the integration of ICT in their future classrooms, and exploring the approaches teacher educators can use to teach mathematics PSTs to integrate ICT in their teaching.
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