Although many South African teachers have access to the internet, they often refrain from using available online resources to
improve the quality of their own teaching. In an attempt to promote Mathematics teachers’ effective use of online resources,
we developed a web-based platform. This article reports on the first phase of a broader project that focuses on Mathematics
teachers’ perceptions about and needs for utilising technology in the classroom. Twenty-two teachers participated in this
mixed-method pilot study. To obtain qualitative data, we facilitated a Participatory Reflection and Action (PRA) workshop
and for the quantitative part of our study, we implemented a questionnaire. The Unified Theory of Acceptance and Use of
Technology (UTAUT) were selected for the theoretical framework. With regard to effort expectancy, participating teachers
found the use of technology overwhelming, resulting in a need for further training. No evidence was found of social
influence affecting the participants’ acceptance of technology. The participants proved to have access to sufficient
equipment. However, their perceptions of their own limited skills weighed heavier than external facilitating conditions. As a
result, participating teachers were hesitant to utilise technology in their teaching.

doi:10.15700/saje.v35n4a1209