Abstract:
A study titled "Assessing mathematics teachers’ integration levels of information and
communication technology: A case of Ongha circuit, Ohangwena region" assessed the
level of ICT integration of the secondary school mathematics teachers at MCA schools
in Ohangwena Region. The study used the SAMR model to rank the level of secondary
school mathematics teachers. A total sample of six (6) secondary school mathematics
teachers at MCA schools was purposefully selected. The study uses qualitative
methods to draw data from the participants. The study also utilized observations and a
standardized interview with open-ended questions. Sample data collected from
observations and interviews was subjected to an interpretive approach. Teachers’
levels of ICT integration were ranked using the SAMR Ranking. Data recorded during
interviews was transcribed verbatim and categorized under themes. The study revealed
that the secondary school mathematics teachers do integrate ICTs into their teaching
of mathematics at the substitution and augmentation levels of the SAMR model. The
study further revealed in-service training, time to integrate ICT, provision of ICT tools
and internet coverage, as well as technological support as challenges to the ICT
integration in their teaching of mathematics at the secondary school level. The study
recommends that the MoEAC provide guidelines for ICT integration and make IC a
promotional subject to facilitate teaching delivery. The study further recommends that
MoEAC provide funds for teachers’ in-service training on the integration of ICT in
teaching and learning processes in all subjects. Furthermore, the study recommends
that further research to focus on assessing the teachers’ level of ICT integration in
teaching mathematics at MCA schools at a national level
