Abstract

Since the entry of information and communications technology (ICT) into schools there has been significant discussion about how teachers can be supported and encouraged to effectively integrate these tools into teaching and learning. Much of the debate arises from the frequent observation in the literature that ICTs have made little impact in classrooms, even in Western and wealthy countries where many schools have high levels of resources and infrastructure. School systems in the developing world face additional challenges such that approaches to integration ‘imported’ from developed countries may not be relevant. This paper begins by describing how ICTs have been adopted by education in developing countries, particularly Africa, and argues for further research into the particular challenges faced by African teachers. The authors propose that the notion of ‘teacher professional identity’ provides an appropriate framework for such research, although it has been little used to examine educational technology. In closing, the authors briefly describe a research agenda currently underway that adopts this approach.