Abstract: This paper focuses on the development of digital teacher identity through the process of positioning by preservice language teachers doing a teaching practicum in an under-resourced context. Using a positioning theory as its theoretical framework and the positioning triangle as it analytical framework, the study analyses ICT in education policies and language teacher education programmes to understand the positions created for teachers by policymakers in those discourses and in relation to technology integration. The study then uses interviews from teacher educators, mentors and student-teachers themselves to understand the student-teachers’ technology using teacher identities negotiated through the acquisition and assignment of positions and various rights and duties. The current state of analysis points to the existence of complex and contradictory positions assigned to teachers and which are contentiously negotiated by teacher educators and their student-teachers.