| This qualitative study of preservice secondary school mathematics (PSSM) teachers in an English-speaking Caribbean country was conducted within a naturalistic paradigm. The study examined, described and analysed their experiences, the nature of interactions and their perceptions as they explored the use of computer technology (CT) as part of their teacher development. Semi-structured interviews, classroom observations, journals of activities, lesson plans, and contributions to a conferencing database were utilised to gain an in-depth understanding of their experiences, interactions and perceptions.; This study confirms that PSSM teachers' awareness of CT, having hands-on experience of CT tools, limited resources and support are insufficient to effectively integrate CT for educational changes. It was astounding to see the PSSM teachers taking new roles for the purpose of effecting changes in teaching and learning. Providing necessary CT resources and support for teachers and students, as well as follow-up experiences in which continuous growth and development can transpire will be key factors in the reform efforts.; Results of the study posit that mathematics teacher education in the English-speaking Caribbean country needs serious and immediate considerations in providing resources, support and professional development as a priority for its development and impact on the education system to move towards the global age. These PSSM teachers need to be equipped with the knowledge and skills, and be provided with the resources, and support to sustain their confidence and motivation for them to continue their personal growth and develop their community and teaching profession. |
