The integration of ICT into schools has emerged as a cornerstone of modern education, underpinned by its transformative potential in both teaching and learning and as a key lever for both individual and societal development. Numerous education systems worldwide have undergone educational reforms supported by strategic planning, policies, and substantial funding initiatives to encourage the integration of ICT in classrooms, with the aim of enhancing educational outcomes and cultivating 21st century skills. This paper reports preliminary finding of a study investigating the extent to which ICT is utilised by teachers in Irish post-primary schools, focusing on accessibility, frequency of use, and integration across educational tasks. By examining these factors the practical use of ICT’s in the classroom, necessary to realise the full potential of ICT in the Irish education system in empowering students with the 21st-century skills, is understood. The preliminary findings show that despite significant investments and policy efforts, challenges such as disparities in access and funding, insufficient teacher training and technical support for teachers, time constraints for effective technology implementation, and negative attitudes and beliefs among teachers persist. These provide insights into the current state of ICT integration in the Irish post-primary context, offering valuable implications for policymakers, educators, and stakeholders. They also contribute to the broader discourse on ICT in education, offering a valuable case study for other education systems navigating similar integration challenges.

Keywords: ICT, Technology, Schools, Barriers.