This study explored Professional Teacher Technical Identity Development through the use of Mobile Technology. A sample of fifteen teachers was conveniently selected from one school in an urban setting. An action research was designed consisting of three phases. Each phase formed the basis of the next phase to identify the development of professional teacher technical identity. Data was collected using a written questionnaire, two reflective journals, an online questionnaire, focus group discussions, lesson reflections, and interviews. Each instrument was designed using the literature to identify factors that impact on the implementation of mobile technology in classrooms and teachers’ acceptance towards mobile technology. The results were interpreted using three existing models to create a framework: The Technology, Pedagogy and Content Knowledge model, Technology Acceptance Model and Substitution, Augmentation, Modification and Redefinition Model. It was found that there are six factors that affect the perceived usefulness and perceived ease of use of technology. These are attitude, anxiety, ability, subjective norm, facilitating conditions and voluntariness. The perceived ease of use and perceived usefulness determine the level at which technology is implemented in classrooms. The level of integration determines whether or not successful teaching in terms of the three elements of TPCK is being used. During the process whereby teachers attempt to implement technology in their classrooms, it is possible to identify changes in their professional teacher technical identity development. These changes are interpreted and a new framework for Professional Teacher Technical Identity Development is created. It is proposed that this framework can be used to explain the implementation process and behaviour of teachers during the process as their teacher identity is altered. / Thesis (PhD)--University of Pretoria, 2017. / Science, Mathematics and Technology Education / PhD / Unrestricted