TEACHERS’ PREPAREDNESS IN INTEGRATING DIGITAL TECHNOLOGY, MATHEMATICS, EDO SOUTH SENATORIAL DISTRICT

This study examined teachers’ preparedness in integrating digital technology in Mathematics teaching.Thisaimed to aid Mathematics teachers on how to integrate technology into their Mathematics teaching instructions and to understand the type of technology to use in teaching Mathematics. Ten research questions were raised and five were hypothesized and tested at the 0.05 level of significance. A correlational survey research design was adopted for the study. The population for the study consisted of one hundred and seventy nine (179) public secondary school Mathematics teachers and seven hundred and eighty (780) private secondary school Mathematics teachers, which gave a total number of nine hundred and fifty nine (959) secondary school Mathematics teachers in Edo South Senatorial District, Edo State. A simple random sampling techniques was used to collect information from in-service public and private secondary school Mathematics teachers which were drawn from the population. A sample of thirty-five (35) public schools and seventy (70) private schools (105 schools) and a sample size of two hundred and ten (210) secondary school Mathematics teachers were used for the study. The instrument for data collection was Mathematics Teachers Questionnaire Instrument (MTQI). Reliability of the instrument was determined using Cronbach Alpha and a value of 0.71 was obtained. Frequency counts, percentage, descriptive statistics (mean and standard deviation), Independent t-test, Pearson correlation statistics and multiple regression analysiswere employed for data analysis. The findings revealed that majority of Mathematics teachers were not aware of the digital technology tools available to aid in teaching Mathematics; the knowledge of digital technologhad been added as a required knowledge of instructions for Mathematics teachers in integrating digital technologies in Mathematics teaching. Sequel to these findings, it was recommended that Mathematics teachers need to undergo training and retraining to meet the standard of Technological Pedagogical Content Knowledge (TPACK) and set up education for the future as well as setting up the students for their future.