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This paper presents data from 4 teachers across 2 non-fee-paying schools in the Western Cape province of South Africa in relation to pedagogical transformation in mathematics lessons with Information Communication Technologies (ICTs). The paper is informed by the continuing lag in mathematics and science results recorded in South Africa post-apartheid. In order to address underperformance in these core 21st-century competencies, the government introduced Information Communication Tools (ICTs) into schools to improve students’ outcomes at the turn of the 21st century. However, research indicates that it is not the tool itself that leads to pedagogical change but, rather, how that tool is mobilized by teachers (Webb and Cox, 2004). Research is also clear that it is teachers’ perceptions of, and attitudes to novel technology that informs how they use this in their lessons. A cultural-historical framework (CHAT) is used to analyse teachers’ interview data in order to investigate: 1) whether teachers in 2019 feel that their pedagogical practices alter when using ICTs, and 2) if so, in what way these practices alter? and 3) whether teachers’ perceptions of the pedagogical impact of ICTs has altered over 16 years. Findings indicate that there are differences between face to face and computer-based lessons across time, with computer-based lessons moving from being about reinforcement in 2003 to teaching/learning spaces in 2019.

journal of educational research and review

Have teachers’ perceptions regarding the pedagogical change in grade 6 mathematics lessons with ICTs altered over a 16-year period? A cultural-historical activity theory analysis