Exploring mathematics teachers’ integration of technology in the standards-based curriculum in the North Gonja District

Abstract

This study investigates the integration of technology by Mathematics teachers in the implementation of the Standard-Based Curriculum (SBC) in the North Gonja district of the Savannah Region of Ghana. It explores the mixed-method approach, and data were collected from 56 teachers through structured questionnaires and seven (7) educational stakeholders via semi-structured interviews. The study seeks to assess the extent of technology integration, explore teachers’ experience, and identify key barriers in a resource-constrained rural context. Findings revealed that while most teachers have received general training in technology use, there is a significant gap in Mathematics-specific digital pedagogy. Teachers demonstrated moderate confidence and awareness of TPACK principles but face challenges such as inadequate infrastructure, limited access to subject-specific tools, poor internet connectivity, and insufficient institutional support. Self-efficacy played a critical role in influencing how teachers adopted or resisted technology in their classrooms. The study concludes that with targeted professional development, better infrastructure, and conceptualized support systems, technology integration in Mathematics education can be significantly improved in rural settings. Recommendations include expanding teacher training programmes, developing ICT infrastructure, and increasing stakeholder engagement to support technology-enhanced learning.