Investigating discourses inspiring ICT integration in primary schools. The case of three teachers in Lesotho

Abstract Scholars have discovered that as technology advances, additional opportunities for improving classroom learning utilising information and communication technology (ICT) advance. A policy-practice gap was identified on ICT integration. The purpose of this qualitative case study grounded in the technological pedagogical content knowledge (TPACK) framework, is to reveal discourses of ICT-integration shaping practices of teachers in Lesotho. The paper shows how purposively selected teacher-participants were exposed to productive discourses. Findings show a number of mutually reinforcing and sometimes competing discourses and implications are made drawing from the TPACK framework. Findings also show inequity in teachers’ acquisition of ICT pedagogy, disadvantaging learners in some schools. Findings further show that ICT integration was successful due to diverse communities of practice which also enabled use of mobile phones in instruction. The paper recommends increased and continuous teachers’ support in terms of fundamental ICT infrastructure and pedagogy to sustain ICT integration.