Due to the role of technology in the advancement of society in general and educational sector in particular, effective technology integration into teaching and learning has become the focus of many educators. Over the years, the problem of under achievement has been a general problem. For example, many researchers in Nigeria have conducted series of research to actually find out what could be responsible for the problem. In which factors such as lack of adequate laboratory equipment, ineffectiveness and lack of teaching proficiency of teachers, lack of qualified teachers and school factors have been identified as major causes of underachievement of students. Despite all these efforts of research and findings, the poor performances of students still exist. However, little emphasis has been laid on instructional technology integration into teaching.Disproportionately very few schools and teachers adopt the use of instructional technology in classroom teaching across the nation. The perception of the effectiveness of instructional technology by teachers may play a role in the adoption and integration of these technologies. This henceforth justifies the need for this study to investigate the effect of teachers' perception of their technology integration competencies, barriers obstructing such integration, and incentives to increase it, in addition to other related issues in classroom learning environment.