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This study, based on a survey conducted with 372 secondary educators in Mauritius, attempts to provide some answers to the above mentioned questions by exploring the reasons why these teachers decided to use or not technology as well as the factors that influence these decisions. Only by understanding whether or not it is “technophobia” which influences the use of technology, that we can ensure the willingness of our educators.

Researchers found that technophobia affects the quality in teaching and learning to a great extent. With the high emphasis on the use of technology on education, it is justified that teachers have the appropriate know-how and confidence to use technology in the classroom.

In addition to the major difficulties like cost of maintenance, lack of IT knowledge, lack of equipment that has to be overcome for successful implementation of ICT in classes ( Hardy, 1998; Lam 2000, Simonsen & Dick, 1997), is teachers’ attitude and acceptance towards technologies.

Hope (1997) wrote “Educators must compete with two factors:

(a) their psychological effect of change

(b) and their availability and readiness to go for training , and thus facilitating the use of technology.”

Teachers’ point of view and boldness towards technology play a vital role in integrating ICT successfully in classes. Ross, Hogaboam-Gray and Hannay (1997) reported that access to technologies increase educators’ self – confidence and thus helping them in their teaching ability. Teachers’ can make use of technology as a teaching aid to promote students’ learning (Lam 2000).

Educators’ technology attitudes are affected by the way they see and perceive information and communication technology. Many teachers are reluctant to use technologies and this unwillingness comes from their existing beliefs. (Norton, Mc Robbie, & Cooper, 2000). They must be ready to change their role in classroom and act as facilitators, thus using technology as a means to enhance their teaching. (Hardy, 1998)

Pelgrum (2001) underlines this point: “there are notions that students should trained to learn more autonomously and to get access to and digest information more independently than has been the case so far”. As information is now easily accessible to every one of us, the teacher should act as a facilitator, guiding his students through their own research. The integration of technology in teaching emphasizes on learners-centred teaching and promotes a constructivist approach in teaching. (E.g. Rakes, Flowers, Casey & Santana, 1999). With our increasingly technology-rich world, new concerns are arising especially in the educational sector where schools are expected to become the vanguard of knowledge societies (Scheuermann & Pedró, 2009).

Constraints on the use of Educational tools

One of the issues which have been noted regarding the utilization of technology is money matter. We suppose that school management finds it difficult to sustain the use of technology in the curriculum due to lack of financial resources. In addition, the ability to make full benefits of technology depends largely on the use of the latest improved and innovative tools that technology can provi