Abstract
The integration of technology is significant in secondary schools as it has the potential to revolutionize teaching and learning to align with the 21st century demands. However, practical challenges hinder the effective integration of technology in secondary schools. This conceptual study identifies key barriers to technology integration including limited funding for connectivity, inadequate professional development opportunities for educators, inconsistent technology implementation across schools and unclear policies. These challenges impact the effective integration of technology in Geography Education in Lesotho secondary schools. To address these issues, the study adopts Atabek's comprehensive interventionist framework, emphasizing components such as policy development, financial support, and professional development. The recommendations for this study align with Atabek's framework and they include that the Ministry of Education and Training in Lesotho should develop clear policies for technology integration, with a specific focus on Geography Education. Additionally, the ministry should establish strategic planning and budgeting processes to ensure consistent financial support and resource allocation for technology integration initiatives in Lesotho secondary schools.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Science and Research Archive
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
