In addition, obstacles such as a lack of tablets/computers, technical support, and a lack of relevant continuous professional development impeded the incorporation of educational technology in mathematics by these teachers. The results showed that teachers from both nations employed educational technology as a presentation-, reinforcement-, supplement-, and problem-solving tool, and also used it to stimulate the learning environment, as shown through semi-structured interviews and classroom observations.
In addition, the Trends in International Mathematics and Science Study (TIMSS) 2019 data from these countries were used to evaluate the relationship between educational technology and learner accomplishment. The perceptions of the principals and teachers regarding the use of educational technology and the obstacles to its integration were contrasted. This mixed-method study investigated how primary school mathematics teachers in South Africa and Germany utilise educational technology.
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