Evolution of TPACK of rural primary school mathematics teachers through technology-integrated lesson design in Namibia

Abstract

Despite increasing access to digital technology, mathematics teachers in rural primary schools in Namibia face challenges integrating these tools effectively due to limited technological pedagogical content knowledge. With this study we explored how technology integration into lesson planning evolved TPACK development of these teachers. Eleven mathematics educators from rural primary schools in the Oshakati educational circuit were purposively selected to participate in a structured intervention comprising 5 workshops. The focus of the workshops was on educational technology, TPACK principles, and collaborative lesson design. Data collected through semi-structured interviews, focus group discussions, and lesson plan analyses were analysed using a systematic 5-step qualitative approach. The findings indicate that integrating technology into lesson planning enhanced teachers’ familiarity with digital technology and the potential application thereof in mathematics education. This enabled educators to make informed decisions about appropriate technology selection and use and facilitated innovative pedagogical strategies aligned with curriculum objectives. The results demonstrate the centrality of reflective practice and lesson design in teacher development, suggesting that technology integration provides a platform for professional growth and the advancement of TPACK in rural primary schools. These findings contribute empirical evidence supporting technology enhanced teacher development in developing countries, with implications for targeted policy and practice.