Levels of ICT integration in mathematics classrooms: a SAMR model analysis in Sri Lanka

This study investigates the levels of Information and Communication Technology (ICT) integration in mathematics classrooms in provincial schools of the Jaffna Education Zone, Sri Lanka, through the framework of the SAMR (Substitution, Augmentation, Modification, and Redefinition) model. A mixed-methods survey design was adopted, combining questionnaire responses from 70 mathematics teachers with document analysis of lesson plans and curriculum records. The findings reveal that ICT use is concentrated at the Substitution (M = 3.98) and Augmentation (M = 3.12) stages, where technology primarily replaces or modestly enhances traditional teaching methods. By contrast, limited evidence was found of practices at the Modification (M = 2.21) and Redefinition (M = 1.86) levels, which represent transformative integration. Key barriers identified include inadequate ICT infrastructure, insufficient pedagogical training, time constraints, lack of administrative and technical support, and resistance to pedagogical change. Notably, infrastructure shortages were most acute in rural Type II schools, where outdated equipment and poor internet connectivity constrained innovation. Teachers highlighted the need for subject specific professional development, particularly in mathematics focused tools such as GeoGebra and simulation software alongside equitable provision of resources, curriculum alignment, peer collaboration, and institutional encouragement. Despite current limitations, participants expressed readiness to advance their ICT use if provided with adequate support, suggesting strong potential for progression toward transformative practices. The study concludes that bridging the gap between ICT policy and classroom reality requires systemic interventions that simultaneously address teacher competence, resource distribution, and institutional culture. By leveraging these strategies, ICT integration in mathematics education can evolve from functional substitution toward pedagogical transformation, thereby enhancing student engagement and learning outcomes.