Jita, ThuthukileJita, LoyisoTaolane, Bonnqe ‘Mamolibeli2024-02-082024-02-082023http://hdl.handle.net/11660/12397Thesis (Ph.D. (Subject Education in Science & Technology))--University of the Free State, 2023Information and communication technology (ICT) integration in Basic education has been regarded a struggle in some countries, even though the value of technology in education is globally appreciated. Scholars recognised the underutilisation of ICT and many schools in developing countries either have no ICT infrastructure or conditions do not match those where training on ICT integration was held, Lesotho included. This qualitative multiple case study investigated how teachers use ICT in science, currently referred to as Science and Technology at Basic Education in Lesotho, from the interpretive perspective. Three purposively selected Grade 6 - 7 teachers were studied through the Technological Pedagogical Content Knowledge (TPACK) theory, supported with the High Possibility Classroom (HPC) model with their principals engaged in exit interviews. The study reveals the discourses that inform teachers’ ICT integration practices in Lesotho and document classroom practices of ICT integration into the teaching of science and technology in the reviewed curriculum. Lastly, it accounts for the way teachers integrate ICT into teaching of science in Lesotho. Findings from content analysis of interviews, classroom observations and policy framework revealed some interesting factors that contribute to the way teachers integrate ICT in Lesotho. Specifically, the study highlights the status of teachers’ exposure to productive discourses motivating ICT integration. It further reveals the selected teachers’ patterns of classroom practices of ICT integration, incorporating assessment of learners’ 21st-century skills and how contextual constraints to ICT integration were confronted. The study highlights pointers of ICT integration in the Policy frameworks and gaps in Curriculum and Assessment Policy, 2009 and the Science and Technology curriculum for Grade 7. The study recommends Continuous Professional Development for teachers to strengthen their ICT competences and pedagogy; teachers taking responsibility for improving their careers to fit into the global world; support for experienced ICT-integrating teachers to become model teachers for ICT pedagogy and developing Communities of Practice on ICT integration. The study proposed the model for effective ICT integration in primary schools that could inform the education system, curriculum developers, teachers and policy makers especially, of ICT policy for education in Lesotho currently at draft stage. The study further suggests direction for future studies.enInformation and Communication Technology (ICT)ICT integrationdiscoursescience instructionTechnological Pedagogical Content Knowledge (TPACK) frameworkthe High Possibility Classroom (HPC) modelclassroom practicesbasic educationIn-service teachersteaching and learningThesisUniversity of the Free State