In-Service Student Teachers' Perceptions and Calculator Technology: Feasibility of Calculator Use in Mathematics Instruction in Botswana Primary Schools

Abstract

Classroom effectiveness in this technological driven environment compels teachers to engage in instructional practices that effectively integrates technological tools. This study sought in-service student teachers' perceptions about calculator use in mathematics instruction in Botswana primary schools and was descriptive in nature adopting a survey design. The sample comprised of seventy-five (75) year four University of Botswana B.Ed.(primary) in-service student teachers who had specialised in math and science at Diploma level. The sample was selected through a purposive non-random sampling procedure while a questionnaire comprising both closed and open ended questions was designed to collect data. The analysis of results was carried out using descriptive and inferential statistics. The study revealed that most of the in-service student teachers expressed their lack of confidence and were incompetent with the use of a calculator with more experienced in-service student teachers disapproving the use of calculators in primary school than the less experienced ones. In addition, the study showed that majority of the in-service student teachers believed that a calculator could enhance problem solving, cooperative skills and students' motivation and participation levels. On the contrary, some in-service student teachers felt that calculators could promote laziness and dependence on it, thus hindering development of basic arithmetic skills. Therefore, it was recommended that use of calculators be adopted for mathematics instruction at Botswana primary education level by refining the curriculum to incorporate calculator use at primary school level. School managers should facilitate school based workshops on calculator use so as to empower teachers with the necessary technological skills for effective classroom instruction. The study findings have implications on research and practice as it provides unique and comprehensive data that would inform teacher preparation institutions to design specific courses intended to equip student teachers with the mathematical application of different functions of a calculator and its integration into the primary school curriculum.