Education systems worldwide recognise the value and promise of technology as a catalyst for transforming pedagogy and promoting student learning. However, several factors stymie teachers' technology integration practices in pursuit of these desired aspirations. This qualitative study investigates, from the perspective of key education stakeholders, major barriers affecting teachers' adoption of technologies as meaningful pedagogical tools in Ghana's classrooms. Twenty teachers, five headteachers, and five education officials from two education districts completed indepth phone interviews with open-ended questions on these barriers. Informed by Ertmer's barriers to change theoretical lens, the findings revealed six contextual factors impacting effective technology integration, namely, "first-order barriers" -- technological resource availability; leadership support; teacher professional development, and "second-order barriers" -- teacher technological know-how; pedagogical beliefs and interest in technology use; and students' familiarity with technology. The first-order barriers were perceived to have a more significant impact than the second-order barriers. The findings contradict the commonly held claim that the impact of first-order barriers is diminishing, as this was not evident in the context of the study. The study offers implications for research, policy, and practice concerning the barriers that demand the utmost attention to advance effective technology integration, especially in developing countries.