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Knowing the views and attitudes of educators towards technologies used in their teaching and learning activities could be a framework for adopting new technologies into their practice. This paper seeks to highlight what some non-formal educators (NFE) in rural education programmes feel and think about educational technologies currently being used in their teaching activities and the implications of these for adopting new technologies. Using a qualitative method of interviews and observations, this paper focuses on themes including educators’ self-perceptions of technologies; their prior experiences with technologies; conceptions of teaching adults in rural settings; and other factors. The implications for policy and practice are also elaborated in this paper. The author is presently the Coordinator for the Student Internship Programme (SIP) at the University of Education, Winneba, Ghana. Previously she worked as the Education and Training Coordinator of a local NGO [non-government organisation] involved in micro-credit and savings for deprived women in rural communities.

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