IMCC Journal of Science

Abstract: 

This qualitative study examines teachers’ and students’ experiences with technology-integrated instruction in mathematics, along with the challenges encountered during its implementation. Based on in-depth interviews with four mathematics teachers and four first-year college students, classroom observations, and focus group discussions, the findings suggest that the use of digital whiteboards, math applications, educational videos, and online platforms promotes greater engagement, supports diverse learning styles, and fosters increased confidence in problem-solving. Teachers observed improved learner motivation and more dynamic classroom interactions. However, challenges such as overdependence on digital tools, distractions from non-academic content, limited access to stable internet and devices, and a lack of teacher training were also identified. These issues highlight disparities in access and preparedness that hinder the consistent application of technology-enhanced teaching. The study underscores the need for ongoing teacher development, infrastructure support, and the strategic blending of traditional and digital methods to improve mathematics instruction in higher education.

Keywords: digital learning, mathematics instruction, student engagement, technology integration