Chalwe, Musinda Martha2019-05-172019-05-172018Chalwe, Musonda Martha, (2018) Experiences and perceptions of mathematics teachers with e-lessons: a case study of secondary school in South Africa, University of the Witwatersrand, Johannesburg, https://hdl.handle.net/10539/27029https://hdl.handle.net/10539/27029A research report submitted in fulfillment of the requirements for a Master of Commerce (Dissertation) in Information Systems Faculty of Commerce Law and Management, University of the Witwatersrand, Johannesburg, 2018In January 2015, the Gauteng Department of Education (GDE) introduced technology to South African secondary schools in an initiative known as “The Big Switch On‖. The initiative is aimed at improving teaching and learning in South Africa as well as to achieve a level of global competitiveness in South African education. However, existing research in the fields of education and technology has shown that the introduction of technology does not automatically result in improvements in education. Furthermore, following the introduction of technology to South African secondary schools, Mathematics teachers at the blueprint school that was selected by the GDE for this technology in education initiative appeared to be more reluctant than other teachers to adopt technology. Using Engestrom‘s (1983) Activity Theory as the conceptual framework, this study explored the perceptions and experiences of mathematics teachers with regards to e-lessons through semi-structured interviews. This was in order to better understand whether the envisioned benefits of “The Big Switch On‖ have materialised, to understand the gap in existing research, and possible reasons behind mathematics teachers reported reluctance towards technology. The teachers had various perceptions and experiences of e-lessons, with organisational and peer support emerging as a major influence on teachers perceptions and attitudes. Additionally, it was found that the major teacher concern regarding e-lessons is the misuse of the technology by learners. Lastly, the benefits of technology are task specific and cannot be denoted as a holistic solution to problems in education.Technology is not a panacea for problems in education, or in mathematics. The multifaceted aspects that need to be considered when planning a technology in education initiative need to be considered, and these include, the teacher as an individual and the school as a complex organisation.Online resource (139 leaves)enEducational innovationsEducational technologyThesis