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The purpose of this study is to investigate secondary school students’ pedagogical use of information communication and technologies (ICT), their attitudes toward integration of ICT and the differences in their attitudes based on gender, school type and location.

The data was collected and analyzed using descriptive statistics, multivariate analysis of variance and multiple regression analysis.

The study revealed that students’ use of ICT to support their learning was low. Students mostly used ICT to communicate with peers. Students’ methods of assimilating knowledge were through teacher-centred teaching, even though they somewhat used ICT for collaborative and inquiry learning. Students in public schools perceived the use of ICT more valuable than students in private schools. Also, the study provided evidence that students in urban and rural schools differed in their attitudes in terms of perceived value and cost of ICT use, but no differences in attitude in terms of expectancy of success were found to exist among students in all locations.

The study provided further evidence that the value of ICT positively related to students’ pedagogical use of ICT, but the effect was very limited. This implies that although students have positive attitudes toward the benefits of ICT in learning; many do not integrate the technology into their learning. Lastly, the study was able to provide additional evidence that perceived cost negatively related to students’ pedagogical use of technology, but the result was very small. This indicates that since many students do not utilize ICT in their learning they rarely encounter barriers or challenges when it comes to the integration of the technology into their studies.