Investigating the effects of continuous professional development on ICT integration in the classroom of Foundation Phase Mathematics

Abstract

The use of technology is becoming the norm in the 21st century classroom to enhance teaching and learning. This rapid move to incorporate technology in the classroom brought the need for teachers to be upskilled on the use of technology as a pedagogical tool. Through this study the researcher sought to investigate the effects that Continuous Professional Development (CPD) has on Information and Communications Technology (ICT) integration in the classroom, with a specific focus on the teaching and learning of mathematics in the Foundation Phase. The mixed method research design will be underpinned by the conceptual approach of the Technological Pedagogical Content Knowledge (TPACK) and Substitution, Augmentation, Modification and Redefinition (SAMR) frameworks and supported by a constructivist learning theory approach to the teaching and learning of mathematics.