TEACHERS’ CONCERNS ON INTEGRATING INFORMATION AND COMMUNICATIONS TECHNOLOGIES INTO PHYSICAL SCIENCE IN LESOTHO Lucia Nthooa Lisene University of the Free State lucylisene@gmail.com Loyiso Jita University of the Free State jitalc@ufs.ac.za Thuthukile Jita University of the Free State jitat@ufs.ac.za ABSTRACT The integration of information and communication technologies (ICTs) into teaching depends on teachers’ viewpoints manifested as concerns. This paper investigates teachers’ concerns in selected Lesotho schools regarding the new reform namely, the integration of ICTs into physical science instruction. Data were collected from a random cluster sample using the stages of concern questionnaire with an 8-point Likert scale. Statistical analysis software (SAS) was employed to analyse the data to get the descriptive results and the ANOVA of the hypothesis. The percentile score for the informational self-concerns was the highest at 87.5. This demonstrates that the teachers were concerned about gaining knowledge of ICT integration. These teachers therefore require ongoing support providing more information on available ICTs and their potential to improve teaching. Keywords: ICT integration, concerns-based adoption model, teachers’ concerns, physical science INTRODUCTION AND BACKGROUND OF THE STUDY The 21 st century life is technology-driven resulting in complex learners with different demands from their teachers (Dass, 2014). The link between educational transformation and ICTs has been established in developed countries rather than in developing countries (Shahmir, Hamidi, Bagherzadeh, & Salimi, 2010). Learners need to harness the potential of ICTs in their learning because ICTs can improve the quality of education in a variety of ways (Alkahtani, 2016). However, the use of ICTs for teaching is restricted, even in schools where the ICT resources are available (Gur & Karamete, 2015). The majority of teachers use ICTs in a limited manner even though they have positive feelings towards ICTs’ ability to improve instruction (Aslan & Zhu, 2016). The use of complex e-learning software such as Moodle and Sakai, among others, is particularly low in developing countries because these forms of ICTs have quickly evolving digital characteristics that complicate their use (Sife, Lwoga & Sanga, 2007). ICT infrastructure and training will not necessarily result in the actual usage of ICTs for teaching (Agyei 2013). However, insufficient planning and lack of understanding regarding what the implementation ICT integration involves, among others, may result in limited instructional use of ICTs (Sife et al., 2007). Other barriers to ICT integration into classroom practice include, among others, restricted time, lack of knowledge and confidence among teachers, as well as dearth of technological skills among learners (Alkahtani, 2016). Teachers’ lack of control over computer laboratories, particularly where computers are managed by external funders, can also be a challenge. For instance, the Khanya project in the Western Cape in South Africa was perceived to be controlling when and who should use the computer laboratory (Chigona, Chigona & Davids, 2014). It is imperative to investigate teachers’ concerns regularly to afford them with appropriate support. In Lesotho, ICT integration into the general curriculum is a demand of the national ICT policy (Lesotho government, 2005). This policy has led to the localised Lesotho version of the International General Certificate of Secondary Education curriculum. The curriculum demands learners’ acquisition of technological and communication skills as they learn the content (Examinations Council of Lesotho, 2012). Although the teachers are expected to use ICTs for instruction, there is no clear guidance regarding how this expectation should be met. Lesotho’s infrastructure and accessibility to ICTs are also poor (UNESCO, 2016). As a