International Business & Economics Research Journal – May/June 2015 Volume 14, Number 3 Copyright by author(s); CC-BY 431 The Clute Institute Development Of A Conceptual Framework Regarding The Factors Inhibiting Teachers’ Successful Adoption And Implementation Of ICT In Teaching And Learning Dr. Sujit Kumar Basak, Durban University of Technology, South Africa Dr. Desmond Wesley Govender, University of KwaZulu-Natal, South Africa ABSTRACT This paper presents a conceptual framework regarding the factors inhibiting teachers’ successful adoption and implementation of ICT in teaching and learning, derived from an in-depth survey of the related literature. The aim of this study was achieved by identifying the factors that inhibit teachers’ adoption and implementation of ICT in teaching and learning. The main result of this study is a framework, derived from the existing literature, of inhibiti ng factors regarding teachers’ adoption and implementation of ICT in teaching and learning. The findings help to articulate issues related to teachers’ adoption and implementation of ICT and in this way contributes to the development of programs designed to address the relevant issues. Keywords: ICT Adoption; Teaching & Learning; Teachers & ICT; Factors & ICT; ICT Framework INTRODUCTION n the 21 st century, the rapid growth of Information and Communication Technology (ICT) has changed modern society (Tomei, 2005) and has dramatically reshaped teaching and learning in education (Pulkkinen, 2007; Wood, 1995). Increasing the quality of teaching and learning is essential for successful education. Since the beginning of the century education has faced social, cultural, economic and technical challenges (Januszewski & Molenda, 2008). The impact of ICT plays a critical role in education (Webber, 2003) and provides a strong teaching and learning environment for students (Volman & Van Eck, 2001; De Corte et al. 2003). ICT can be used to complement existing teaching methods to support the teaching and learning enterprise (Nyambane & Nzuki, 2014). ICT is helpful for teachers’ lesson preparation and delivery (Apawu, 2011; Wodi, 2008) and can improve student learning and motivation through addressing issues such as multiple intelligence levels and different learning styles (Schrand, 2008). PROBLEM STATEMENT According to Sharma (2003) and Republic of Uganda (2007), the cost of ICT training materials negatively affects ICT implementation in higher education at Kabale District in Uganda. Mumtaz (2000) reports that the limited resources of ICT for teachers in schools are a challenge for implementation of ICT. Similarly, Zziwa (2001) reports that in the French education system the high cost of computer materials is the main obstacle to the adoption of ICT in schools. A study conducted by Malcom and Godwyl (2008) concluded that in Ghanian secondary schools the fundamental problem is the high price of computers and the lack of infrastructure to implement ICT. Aryatuha (2007) stated that in Africa economies are very poor and for that reason resources to train staff are very limited. Priscilla et al. (2008) concluded from their study that the lack of technical skills and complexity of operating computers confused teachers and inhibited integration of ICT into their classrooms. Lim and Teo (1998) reported that teachers’ main obstacle is the lack of technical and educational training. According to Hsin-Kai et al. (2007), teachers’ technical skills are the critical issue for successful implementation of ICT in the classroom. I