Although the Ghanaian polytechnics have had computers and varied levels of ICT development for almost two decades now, ways to create effective IT-enabled teaching and learning methodologies have evolved slowly and patchily. This situation is gradually making the polytechnic trainees incompatible in the digital-enabled job markets. Coupled with this development is the fact that the internet has become the single and largest library and knowledge reservoir thus making it indispensable in the teaching and learning ambit. It has therefore become imperative and collective responsibility to identify the factors that inhibit the adoption of the technology by the tertiary teachers especially the Polytechnic Teachers Association of Ghana (POTAG) fraternity to bridge the digital gab to add more value to the polytechnic teachers and graduates and to raise their relevance in the industry. This research therefore comes in, with the case of the Tamale Polytechnic, to explore the challenges and recommend strategies to stakeholders. Descriptive survey methodology, which is capable of collecting background information and hard to find data without the researcher motivating or influencing respondents' responses, was used to arrive at our findings.