This study investigates the factors that affect the use of visual technological resources in the classroom when Transformation Geometry is taught. Two Grade 9 classes were randomly selected in a rural secondary school. Both classes were taught by the same teacher. One class (control group) was taught without the aid of visual technological resources (VTR). The other class (experimental group) was taught with the aid of visual technological resources. The two classes were compared in terms of how the teacher conducted the lessons and how the learners participated during instruction. A lesson observation schedule was used to record the findings in both classrooms during instruction. The researcher observed all the lessons. The Technological, Pedagogical and Content Knowledge (TPACK) framework undergirded this investigation. The technological content knowledge was the main aspect of the framework which was operationalised. Translations and reflections were the only transformations considered for classroom instruction owing to the prescribed Annual Teaching Plans (ATP). The investigation showed that some rural schools were still not well resourced technologically. Equipment for implementing technology in the classroom were not well maintained nor mounted in classrooms for easier access. This aspect made visual technological resources difficult to use in the classroom. The findings indicate that the lessons conducted by the teacher in the control group were shorter and more suitable for curriculum coverage. In the experimental group, the lessons took longer owing to setting up equipment for visual technological resources. It was also noted that the setting up time of the required equipment decreased with practice. Another aspect that made the lessons in the experimental group take longer was ‘Hiccups’. Hiccups were evident when the laptop took longer to boot or load a video. The teacher did not have a way to deal with these unexpected occurrences. Other Hiccups happened when learners asked the meaning of some words which were spoken in the videos used for this investigation. This caused Hiccups while the teacher attempted to explain the words to the learners. The study determined that the use of visual technological resources improved the conceptual gains of learners and their engagement with content in the classroom. It was therefore put forward that technology may be minimally used in the classroom when teachers feel they are able to cover content faster without them. This may be the underlying factor inhibiting implementation of technological resources in rural schools, especially in mathematics education. The videos used in the investigation also presented learners with some challenges related to the accent used and consequent pronunciation of words. This implies that visual technological resources should be more suitable to the context in which they are used. The accent and pronunciation of words used should be familiar. The words used should also be common and grade appropriate. The findings also suggest that technological equipment should be mounted in each classroom for easier access and convenience. The factors indicated by the study may not only inhibit teachers from using visual technological resources but may also determine the effectiveness of technology usage during classroom instruction.

Keywords: Visual Technological Resources, Factors, Transformation geometry.