While the importance of incorporating technology in teaching and learning is acknowledged by several scholars, there are still serious challenges in using technology to enhance the teaching and learning of science and mathematics. In this quantitative study, the technological, pedagogical content knowledge (TPACK) framework was used to analyse factors that serve as predictors for pre-service mathematics and science teachers to use technology effectively in their teaching. The sample for this study consisted of 416 final year Bachelor of Education students from two South African universities. The sample included 243 (54%) females and 175 (42%) males. Questionnaires were used to collect data. The results of the study show that the content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK) and technological pedagogical knowledge (TPK) were the significant predictors for pre-service teachers to incorporate technology in their mathematics and science classrooms.
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