Teachers’ eagerness and concern, has been at the heart of the successful implementation of an educational innovation. This study aimed at exploring teachers’ concern regarding ICT integration with employing explanatory mixed method research design. The sample size of 300 Pakistani secondary school teachers was identified for the quantitative and 35 for the qualitative part of the study. Stages of concern questionnaire (SoCQ), was adopted as data collection instrument for the quantitative and semi structured interviews for the qualitative part of the study. The findings portray a non user profile of the teachers because of their high concerns, high mean scores, at the stages of unconcerned (M=75.85), informational (M=59.99), and personal (M=57.66). Consequently, low concerns, with very low mean scores, on consequence (M=6.83), collaboration (12.00) and refocusing stages (12.79). The findings suggest for an ongoing and school based capacity enhancement to remain at the heart of reform agenda of ICT integration to meet and accommodate teachers’ early stages of concern and enable them move gradually towards their impact related concern profile.
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