The personal constraints of the teachers can’t fully integrate the technology into their own practices
because of organization, administration, pedagogy and personal. Leh claims that the teachers acknowledge
“technology was more of problem with multiple facets rather than a solution …” (19). Imparting technology into
a curriculum makes an impact on students ‘learning. Technology should not be treated as a separate entity but
should be considered as an integral a part of instructional delivery. The teacher should select the objective of the
lesson, methods of instruction, evaluation, feedback and follow-up initiatives. Most of the teachers have a
narrow view on technology. They fail to relate it to pedagogy to improve the teaching or facilitate learning.
Teachers are not making widespread use of their networks now that many more schools and classrooms are
wired. Most teachers are not well prepared to use new technologies. Teachers are isolated from each other and
preoccupied with their regular schedule. Means points out that technology training must go beyond focusing on
the acquisition of technical skills but attention should be given “to the instructional strategies needed to infuse
technological skills into the learning process” (92). Technology for teaching and learning should be part of the
instruction milieu. Technology training tends to focus on computer applications such as word processing,
spreadsheets and databases. Sprague et al argues: