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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 inhibiting 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.

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Universities across the globe have invested heavily in a Learning Management System (LMS); however, the adoption and usage is hindered by a number of factors. Recently, a University of Technology (UoT) in KwaZulu-Natal embarked on a major re-circulation drive to embrace student-centred learning. However, this process was stalled by slow maturity use of LMS. Therefore, this paper evaluates the acceptance and usage of an approved LMS amongst academics at a UoT. An e-survey in which 111 academics participated, all having teaching designations, was superseded by semi-structured interviews. A significant finding of the technology acceptance model (TAM) was impugned, in reflecting the gap between low actual usage and high acceptance. Assessments seemed to be given lowest priority, with aspects such as communication and course management receiving highest priority. Little utilized were collaboration tools. Such include blogs, wikis, and a discussion forum. Dedicated training on features of the learning management system, covering its educationally progressive aspects, is of the essence. TAM may require closer scrutiny to account for successful LMS usage at universities.