Current Educational Technologies (CETs) are being integrated in the teacher education programme to enable effective and qualitative instructional delivery in the 21st century classrooms. This study is a descriptive survey which examined the adoption level and of teacher educators’ category in the use of CETs in their instructional delivery. It also ascertains the extent of utilization the existing CETs in the College and to determine the factors impacting on the utilization of the CETs. The study used  level of technology adoption and  adoption level of diffusion of innovation theory category to determine the category of 184 teacher educators from Alvan Ikoku College of Education Owerri, Nigeria. The research instrument used was a 27- item questionnaire developed and validated by the researchers. The instrument was a five point Likert scale which enabled respondents to select from strongly agree, agree, undecided, disagree and strongly disagree to express their technology adoption and usage in teaching and learning. Findings revealed low adoption level of CETs by teacher educators on the level of paradigm shift. The largest proportion (30.5%) of the teacher educators fall within the category of late adopters. The CETs were not fully utilized and the teacher educators identified availability, staff training/support among the factors impacting on effective utilization of CETs in their instructional delivery. It was concluded that this state of affairs dos not augur well for the production of technology savvy teachers for the 21st century classrooms hence recommendations were made.