This study examines the utilization of instructional technology in Colleges of Education in Adamawa and Taraba States, Nigeria, and its impact on teaching and learning practices. Data was collected through surveys and analyzed to determine the availability, frequency of use, competence levels of lecturers, factors influencing utilization, and challenges faced in integrating instructional technologies. The findings reveal significant disparities in the availability and utilization of instructional technologies, with traditional tools like chalkboards being more prevalent than modern technologies such as overhead projectors and computers. While lecturers demonstrate varying levels of competence in using instructional technologies, challenges such as inadequate training and technical issues hinder effective integration. Despite these challenges, instructional technologies positively influence student academic performance. The study underscores the importance of addressing barriers and enhancing support mechanisms to promote the effective integration of instructional technology, ultimately improving teaching effectiveness and student learning outcomes in Colleges of Education. Keywords: Instructional Technology, Teaching, Learning, Integration, Academic.