Personal Landscapes of Teacher Professional Identities versus Digital Technology Adoption and Integration in Lesotho Schools

Abstract

This paper reports the findings of a study which investigated how personal landscapes of teacher professional identity influence their perceptions to integrate digital technologies in classroom practices in Lesotho. The major concerns addressed by this study were: (1) how teachers view the conditions of digital technologies in personal lives; (2) how they adopt and integrate digital technologies in their classrooms; and (3) how their perceptions on the conditions of digital technologies in their personal lives influence their (teachers) views on the adoption and integration of digital technologies in Lesotho classrooms. The study used a quantitative survey to investigate 159 student teachers who were upgrading from college teaching diploma to university undergraduate degree at the National University of Lesotho. The study establishes that teachers view the conditions of digital technologies and their uses in the private lives as limited. They lack digital knowledge and skills to transfer to the classroom for digital technology adoption and integration. https://doi.org/10.26803/ijlter.17.3.3