Abstract

This paper investigates the perceptions of undergraduate and postgraduate in-service teachers towards
adoption and integration of ICT in the teaching and learning of mathematics in Zimbabwe’s schools. A total of
43 participants took part in the study. The data was collected using a 40-item questionnaire which contained
33 structured and 7 open-ended questionnaires. Focus group discussions were also undertaken in the study.
The Statistical Package for Social Scientists (SPSS) was used to analyse the data. Chi-Square test and Analysis
of Variance (ANOVA) were performed to test hypotheses of different treatment means. Some constructs were
perceived to be very important while others were perceived to be not that important. The constructs which
were consistently given high scores were; computer technology is easy to use, generates interest, improves
confidence, gives quality lesson presentation, is motivating, enhances good career prospects, clarifies
concepts, gives prestige and is pivotal for national development. Those constructs which were consistently
ranked low included among others; ICT is addictive, time wasting and expensive. The study also shows that
even though the majority of teachers percieved ICT in positive light, the teachers faced hurdles which militated
against the adoption and integration of ICT in their teaching of mathematics. Prominent hurdles which were
revealed include unreliability and unavailability of electricity and internet onnectivity, inadequate
infrastructure and lack of relevant training that is necessary in the full utilization and integration of ICT in
their actual teaching practices. Lack of administrators’ support and lack of access to computer laboratories
were also cited as notable hindrances. Study findings also suggested that teachers’ negative perceptions
towards ICT could be attributed to fear of losing relevance, authority and influence as they strongly felt that
increased ICT use would lead to redundancy. It is therefore recommended that when embracing ICT in the
teaching and learning of mathematics, empahasis must be directed towards those constructs which were
identified to be statistically signifant in the study.