AMERICAN SECONDARY EDUCATION 40(3) SUMMER 2012 17 SECONDARY SCHOOL INSTRUCTORS’ PERSPECTIVES ON THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT) WITH COURSE CONTENT Authors RUSSELL KIRKSCEY is a Ph.D. student in Technical Communication and Rheto- ric at Texas Tech University in Lubbock, Texas. Abstract This study surveyed instructors in a small central Texas secondary school about the integration of information and communication technologies (ICT) into curricula. 27 participants’ responded to the research question: How do secondary school instructors perceive their effectiveness at delivering course content and teaching the use of computer technology with more-sta- ble technology, increased availability of dedicated pedagogical applications, and the accessibility to efficient technological support? Findings supported similar studies, which show instructors becoming somewhat comfortable in their roles as both technology and content facilitators. This study also indicated, however, that instructors—especially those with 6-19 years of classroom experience—felt they needed more opportunities to learn new technological applications and to teach those applications to their students. Recommendations include increased advocacy by school leaders to provide support for improved instructor ICT training. The No-Child Left Behind Act of 2001 (NCLB) mandated the integration of information and communication technologies (ICT) into curricula in order for states to qualify for funding for computer technology (NCLB Technology, n.d.). According to this federal policy, secondary instructors must attempt several simultaneous tasks, including learning to use constantly-changing software and hardware, (re)writing lesson plans to integrate ICT as a peda- gogical tool, (re)writing lesson plans that reflect student products that incor-