Abstract:
Teacher Trainees’ ICT competencies influence the future application of educational technologies in
teaching and learning. ICT has a significant impact on the changing scenario of education. It is a necessity
for student teachers. The purpose of this study was to establish Primary Teacher Trainees’ information and
communications technology (ICT) competencies for pedagogical practices in Uganda. The objectives of this
study were: To establish the level of ICT competencies amongst Primary Teacher Trainees in Uganda; To
evaluate the Quality of ICT Infrastructures and assess tutor’s mode of Instruction in Primary Teachers’
Colleges in Uganda. This study followed the pragmatism research paradigm and was guided by a non-
experimental, concurrent embedded mixed methods design. For colleges, a disproportionate stratified
sampling technique was used. The study took place in Primary Teacher Training Colleges, sampled from
Central, Southwestern, Western, Eastern and Northern regions of Uganda. For students per selected college,
convenient sampling was opted for. The study used a questionnaire to collect quantitative data and an
observation schedule to collect qualitative data. Collected data on self-administered questionnaires were
edited, categorized or coded and entered into the computer using the IBM SPSS version 23.0 for the
generation of descriptive statistics. Results have shown that Primary teacher trainees’ ICT competencies
have been reported as low, slightly below average in terms of skills, but slightly above average in terms of
ICT knowledge. Recommendations have been made to all stakeholders in teacher education.
