An Exploration of Integrating Information Communication and Technology into Mathematics Teacher Education Programme

This study investigated the integration of ICT into mathematics teacher education programme at Mashonaland Orriekpen University (MOU), Mashonaland Central Region, in Zimbabwe for one year. Five trainee mathematics teachers participated in this study. The trainee mathematics teachers were purposively sampled to complete a self -administered questionnaire. The questionnaire sought their views on how ICT is being used and incorporated in the teacher preparation programme to enhance their teaching skills. Data were also obtained from documents. The documents focused on the relevance of ICT courses offered to the trainee teachers in the teaching and learning of mathematics. The major research findings were that the ICT oriented courses offered at the MOU were not mathematically aligned and less emphasis was given to application of ICT usage in the mathematics classroom. It is recommended that there is need for an ongoing training for the lecturers especially on ICT integration in mathematics.