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Attempts at ICT integration in Ghanaian Senior High Schools are happening so independently that the extent to which it is benefiting teaching and learning is uncertain. This study therefore sought to explore the educational goals of existing ICT progarmmes in Ghanaian Senior High Schools and their implications for subject area studies, particularly Visual Art education. Observation of pedagogical procedures and analytical scrutiny of ICT content materials available to sampled Senior High Schools in Ghana provided the needed data for understanding levels and quality of ICT integration in schools. The conclusions of the study indicate that ICT considerations continue to mirror the emerging approaches to ICT integration after over a decade of efforts at integration. This implies that ICTs in Ghanaian Senior High school are far from providing pedagogical enhancements to the teaching and learning of Visual Art or any specific subject of study. This study therefore argues for a comprehensively overhauled Senior High School Visual Art curriculum that reflects the applying and infusion approaches to ICT integration.