This paper presents data gathered from some non-formal adult educators in rural community education programmes in Ghana. The experiences are excerpts from data used in my doctoral degree. The study was to serve as a guide to policy-makers, educators and practitioners in the field of rural community education, who anticipate using new technologies in their practice. It was to inform them about what works and what does not work in rural community education activities. This paper is also intended to contribute to a better understanding of educators' perspectives on teaching technologies used in rural areas.

This study was considered important because recently, Ghana has initiated many draft policy frameworks on ICTs, with a view to meeting its Millennium Development Goals (MDGs) and reducing poverty, which mainly prevails in rural areas. These frameworks, which include the "Information and Communication Technology Draft Policy ;"Plan work, 2001"; the "E-Readiness Strategy for Ghana" sanctioned by the National Information and Communication Technology Policy; "Plan Development Committee of the Government of Ghana in 2002" and many more are all in line with the policy captioned (Ghana Govern-ment-PSI, 2003). Explicitly, the PSI proposes the use of ICTs for such purposes as tele-medicine, tele-education and distance learning to help alleviate illiteracy and poverty in rural areas. The PSI is also to help provide access and quality education for the disadvantaged and poor people in society, particularly those in remote and rural areas.