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de. Such requirement adds additional financial resources which make the implementation of technology in school more reluctant in the end. Another identified constraint of integrating ICT into school curriculum is the need for training and informing the staff regarding various hardware and software utilization (Llyod and Yelland, 2003) so that student can actually benefits for the provided equipments. In addition, teachers might know how to use a particular software but panic easily when they have to tackle unexpected troubleshooting, deal with software glitches, sometimes password memory lapses or forgetting to create a back up file can be another issue (Llyod and Yelland, 2003). Many teachers lack of knowledge and expertise with ICT. It becomes a real headache when they have to deal with technical problems, and to manage with the educational software. Therefore, due to this lack of competence and confidence, they are reluctant to implement the ICT supported learning on their own. The successful implementation of ICT in class also depends largely on the teacher’s ability and willingness to apply them meaningfully. According to Lam (2000), the lack of perceived legitimacy of the computer as an educational tool has an influence of teacher’s adoption of the ICT. As human being, we deal with anxiety by either adopting or avoiding to the situation. The adopting teacher will identify the nature of the problem and consequently look for a sensible solution to the matter. For example, they might attend workshops or follow additional training to expand their understanding and experience in view to become more effecting in their job (Llyod and Yelland, 2003). On the other hand, the avoidance teacher will be reluctant to embrace this technology. They will find barriers such as time, age or duty of care to the use of ICT in the class. Nowadays, a large group among the leaders is feeling of adopting a course in the e-learning training program because of their lack of experience in this field or just because they don’t know the benefit of this field in aiding of their class.
 
Some have had previously a negative experience or unsuccessful training of ICT that it has become a fear. Some teachers are reluctant to adapt ICT only because they will have to follow a training which is outside of their timetables, and they have additional workload where their personal life which hinders them from doing so. Right now, not all schools are fully equipped with the necessary or even the basic material to support ICT use in classroom and the difficulties of frequenting computer room on daily bases. The question is how do we implement the so called “Information age education” to our student when we as teachers are not empowered to do so? Teachers feel of having more responsibility on their shoulders for the preparation of all these work but with a less of end product/ salary/ rewards at the end.
 
The purpose of this research is to find out:
 
Is it really a question of fear to use technology and overcoming it?
 
Are there gender differences in computer acceptance by our educators?
 
What prevent teachers from including technology in class?
 
Are teachers willing to use technology if they are provided with all the facilities?
 
Methodology
 
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