Investigating the Effects of Continuous Professional Development on ICT Integration in the Classroom the Case of Foundation Phase Mathematics Teaching and Learning

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. The TPACK framework builds on Lee Shulman’s construct of Pedagogical Content Knowledge (PCK) which integrates technological knowledge. Through the analysis of data in the study the researcher found that although teachers are trained in using ICT there are factors that hinder the successful integration of these acquired skills in the Foundation Phase mathematics classroom.