This study examines the Will, Skill, Tool model for predicting technology integration among prospective and practicing teachers in Ghana. Data was collected from 120 prospective mathematics teachers and 60 practicing mathematics teachers using validated instruments measuring attitudes, skills and competencies, access, and technology integration proficiency. Regression analysis found that teachers' lack of anxiety was the most important attitudinal dimension, and skill was the strongest predictor of technology integration. There were also significant differences between practicing and prospective teachers in computer competencies and access levels.

1. Exploring the potential of the Will, Skill, Tool model in Ghana: Predicting
prospective and practicing teachers’ use of technology – D.D.Agyei
Abstract
Research has shown that will (motives, positive attitudes), skill (ability to use
software applications), and tools (access to hardware and software systems) are all
essential ingredients for a teacher to effectively integrate information technology
into classroom practices. This study focuses on the will, skill and tools as reported by
the study participants as essential measures for the predictability of technology
integration as measured by stages of adoption of teachers in Ghana. Attempts are
made to explore the extent to which these parameters differ among the teachers and
also influence technology integration. Furthermore, the parameters are proposed
for use in modelling the process of technology integration for these teachers. Well
validated instruments spanning the areas of attitudes, skills & competencies, access
and technology integration proficiencies have been used to collect data from 120
mathematics prospective teachers and 60 practicing mathematics teachers from
Ghana. The data were analyzed using regression analysis. The results indicated that
lack of anxiety of the teachers appeared to be the most important dimension of
attitudes and skill is the strongest predictor of classroom integration of technology
for the teachers. Significant differences existed between practicing and prospective
teachers’ computer competencies and access levels.

2. Keywords: Technology integration; Computer competencies; Mathematics
education; Computer attitudes; Computer access; Ghana