Abstract:
Research has shown that will (positive attitudes), skill (technology competency), and tool (access to
technology tools) are all essential ingredients for a teacher to effectively integrate information technology
into classroom practices. This study focuses on the will, skill and tool as essential measures for the
predictability of technology integration, reported by the study participants and measured by stages of
adoption of teachers in Ghana. Attempts are made to explore the extent to which these parameters differ
among the teachers and also influence technology integration. Furthermore, the parameters are
proposed for use in modelling the process of technology integration for these teachers. Well validated
instruments spanning the areas of attitudes, competencies, access and technology integration proficiencies
were used to collect data from 120 mathematics prospective teachers and 60 practicing
mathematics teachers from Ghana. The data was analyzed using regression analysis. The results indicated
that lack of teacher anxiety was the most important dimension of attitudes, and that skill is the strongest
predictor of classroom integration of technology for the teachers. Significant differences existed between
practicing and prospective teachers’ computer anxieties, competencies, and access levels.
