TEACHER EDUCATORS’ EXPERIENCES OF INTEGRATING INFORMATION AND COMMUNICATION TECHNOLOGY IN TEACHING AND LEARNING IN SELECTED NATIONAL TEACHERS’ COLLEGES IN UGANDA

Abstract

Developments in Information and Communications Technology (ICT) and its applications in teaching and learn

ing are calling for teachers to integrate ICT into curriculum and instruction. This requires a strategic ICT train

ing for both prospective and in-service teachers. The literature suggests that integrating ICT into Initial Teacher

Education (ITE) is one of the most important options to accomplish the intended change in developing prospec

tive teachers. This study focused on exploring the experiences of teacher educators in integrating ICT in initial

teacher education in a selected National Teachers’ College in Uganda. The study adopted a qualitative research

design. The data revealed that although the teacher educators appeared enthusiastic to integrate ICT in their

training of teachers, they experienced a number of handicaps which ranged from inadequate training in ICT

integration in teaching and learning, inadequate ICT resources, to lack of technical and pedagogical support. For

effective integration of ICT in initial teacher education, the researchers recommended a deliberate inclusion of

ICT in the curriculum of initial teacher education, regular continuous professional development programmes for

teacher educators, and strengthening technical and infrastructural support in the teacher training institutions.