Authors: Onesme Niyibizi (University of Rwanda) and Vedaste Mutarutinya, PhD (University of Rwanda)
Abstract: This study investigated the perspectives of mathematics teachers on the integration of ICT facilities in teaching within four public secondary schools in the Gasabo District. Employing a mixed-methods approach with 23 participants selected through simple random sampling, the study utilized a questionnaire, structured interview and classroom observation checklists for data collection. Results indicated a generally positive perception among mathematics teachers towards the incorporation of ICT in their teaching practices and their perceptions towards ICT in education support its integration into mathematics teaching practices. Notably, teachers actively utilized smartphones and computers for tasks such as writing lesson plans, creating teaching materials, grading and collaborating with peers. The study suggests ongoing encouragement for the use of technology in classrooms to further enhance ICT integration in secondary education.