Profiling mathematics teacher educators' readiness for digital technology integration: evidence from Zambia

Abstract

Abstract Research on Mathematics Teacher Educators (MTEs) is crucial for enhancing the professional development of prospective mathematics teachers. However, there is a dearth of recent studies focusing on MTEs’ preparedness for technology integration, particularly within the Zambian educational context, and the wider Sub-Saharan African region. This study assessed the readiness of MTEs in Zambia to effectively integrate digital technology into mathematics education, examining their perceived technological proficiency and familiarity, perceived usefulness, and perceived ease of use. Using a predominantly quantitative cross sectional research design, responses were gathered from 104 MTEs across 16 colleges of education and 12 universities in Zambia through an online semi-structured questionnaire. The findings revealed that, on average, MTEs exhibited low to moderate familiarity with various mathematics-related software applications, e-learning management systems, and web-based video conferencing tools. Although technological proficiency and perceived ease of use were somewhat lacking, MTEs demonstrated awareness of the value of digital technology and expressed willingness to ensure that preservice mathematics teachers acquire the necessary information and skills for technology integration in mathematics teaching and learning. Furthermore, willingness to use technology in the classroom was significantly predicted by perceived usefulness of, and proficiency with, various digital tools. The study also revealed that individuals tend to perceive technology as easier to use as they become more technologically proficient. In light of these findings, it is suggested that access to technological support not only enhances MTEs’ perception of technology’s ease of use but also positively influences their inclination to incorporate it into instructional strategies.