A Phenomenological Exploration of Selected Digital Immigrant Teachers' Experiences on Technology Integration in Endola's Rural Primary Schools

Abstract

Rural primary schools in Namibia face challenges such as low socio-economic status, inadequate infrastructure, and limited funding, which hinder effective teaching and learning. Despite minimal exposure to technology, some teachers in these schools integrate ICT independently. This study examined the experiences of veteran teachers (digital immigrants) using technology in rural primary schools in the Endola circuit of the Ohangwena region and was framed through a constructivist lens using the UTAUT framework. Thirteen public rural school teachers were purposively selected for this qualitative study, which used semi-structured interviews and classroom observations. Thematic analysis revealed that teachers encountered advanced digital skills in learners, transformed roles, evolving beliefs, and experimentation with technologies. Challenges included inadequate ICT training, scarce resources, and keeping pace with digitally native learners. The study recommends subject-specific ICT training for teachers.