Abstract:
Despite the attempts made to incorporate information and communication technology (ICT) into teaching and learning, it is not easy to leave out teachers’ perceptions from the technology use discourse. As a result, it is significant to take teachers’ perceptions into account when attempting to integrate technology into the classroom. Thus, the purpose of this study was to explore teachers’ perceptions of ICT integration in the teaching and learning of History. The Technology Acceptance Model and Resources and Appropriations Theory were used as theoretical frameworks. The study adopted a qualitative research approach. The data for the study was generated through semi-structured interviews that were carried out through one-on-one interviews and telephone interviews. The participants of the study involved five History teachers from five secondary schools in Maseru, who were selected purposefully, while the schools were selected using convenience sampling. The generated data was analysed thematically with the help of ATLAS. ti software. The study findings established that teachers’ perceptions of the integration of ICT in teaching and learning History were influenced by barriers such as a lack of ICT resources, a lack of administrative support, a lack of technical support, and a lack of professional development. However, despite these barriers, the study discovered that teachers possessed positive perceptions towards ICT integration in the teaching and learning of History. Further, the study established that teachers had positive perceptions of ICT integration because of the perceived usefulness of ICT in teaching and learning of History. The study concluded that teachers had positive perceptions despite the challenges they encounter when integrating ICT in the classroom. Therefore, the study recommends that the Ministry of Education and Training introduce mandatory ICT training courses in pre-service teacher education programs at institutions like the National University of Lesotho and Lesotho College of Education to provide teachers with ongoing professional development and provide an equitable allocation of ICT resources. Again, the study recommends administrative support for teachers to enable successful integration of ICT in the teaching and learning of History.
