The education system of Antigua and Barbuda has undergone changes over the years as a result of the introduction of Information and Communication Technologies (ICTs) in public secondary schools to improve teaching and learning. To date, there is lack of evidence to show the level of use and effectiveness. Assessments are necessary to evaluate ICT integration in education in order to effectively plan for similar initiatives. The research sought to determine the extent of ICT integration in the core curricula of schools and the acceptance and use by teachers, students, and educational leaders for instruction in public secondary schools. The research questions focused on the reflection of ICT components in core curricula, the extent to which they are used by teachers and students for teaching and learning and the role of the school environment in the process. The study employed a mixed methods approach to collect data using quantitative and qualitative methods to include questionnaires for teachers and students, interview schedule for educational leaders, observation schedule for classroom practice and document analysis to review the core curricula. The sequential explanatory design was used to guide the process in the collection of the data. The research used Microsoft Excel to manipulate the data using Cronbach Alpha, Pearson’s correlation and ANOVA p-value tests to arrive at the findings. The findings from the research were methodologically triangulated and resulted in convergence of the evidence which revealed ICT integration in the core curricula of schools to a moderate extent. It was also revealed that the ICT knowledge of teachers and their confidence
and comfortability increased their use of ICTs for teaching and learning. It was also noted that students’ use of ICTs for learning was less than moderate for core subjects although greater use was revealed by teachers. The findings revealed that educational leaders assist in fostering ICT integration at their schools to a moderate extent. It was also noted that many challenges affect the process of ICT integration in schools which revealed the need for consistent evaluation strategies and monitoring for ICT integration processes in schools. The research recommends the use of an updated ICT policy or implementation framework to guide the process to ensure full compliance. It also recommends that the research be conducted with all subjects in public secondary schools and be extended to private secondary schools for greater generalizability of findings. This research has significance for the roles of curriculum developers, educational leaders, teachers and students and for policy makers in Antigua and Barbuda and developing countries who intend to integrate ICTs in their schools or are not aware of the effectiveness of existing ICT programmes in their schools.