Understanding the acceptance of information and communication technology (ICT) is vital for effective educational practices. The technology acceptance model (TAM) is a prominent scientific framework for understanding technology acceptance. This study examines how Ghanaian lecturers' intentions to incorporate ICTs in T&L are affected by their beliefs and attitudes using the TAM as theoretical framework. Objectives include establishing how external variables and TAM constructs affect ICT usage. This paper covers the quantitative component of a mixed-method pragmatist investigation. The reliability and validity of the TAM were established using Cronbach's alpha and construct validity. Four out of ten hypotheses were confirmed, demonstrating significant effects: gender on perceived ease of use (PEU), PEU on perceived usefulness (PU), attitude towards use (AU) on behavioural intention to use (BIU), BIU on actual use. Based on the results, it is recommended that those who train lecturers in ICT integration emphasise the significant external variables and constructs.