Abstract:
This study investigated teachers’ preparedness, attitudes, and the perceived impact
of technology use in lesson delivery in selected Zimbabwean secondary schools.
Guided by the Technology Acceptance Model (TAM) and the Technological Peda
gogical Content Knowledge (TPCK) Framework, it examined how teacher readi
ness, institutional support, and infrastructure affect ICT integration. Quantitative
data from 59 teachers were analysed using SPSS version 30. Results indicated
that teachers generally had positive attitudes and moderate ICT competence, rec
ognising technology’s benefits for student engagement and performance. However,
inadequate infrastructure and limited support constrained effective use. The study
recommends continuous training, improved resources, and supportive policies for
sustainable ICT-driven education.
Keywords Technology integration · Teacher preparedness · ICT in education ·
Digital pedagogy · Zimbabwean secondary schools
