Abstract:
This study sought to recognize the tricky keystones in the execution of the amalgamation of ICT usage
during teaching and learning in Ugandan city primary schools in Kampala focusing on the
cumbersomeness teachers face while employing modern ICT tools and pedagogical experiences. A
mixed research design with compliments from questionnaires, interviews and classroom observations
was employed in the study to obtain data from the respondents (N=80). It was observed that teachers
and students occasionally/rarely had access to technological tools due to limited time allocation and an
insufficient number of technological tools and this negatively affects lessons. Teachers’ lack of ICT
skills is due to inadequate training that intensely influences the use of ICT in the classroom despite
most of the schools being highly populated. It was thus established that for effective and efficient use
of ICT tools in Ugandan schools, the government via the Ministry of Education should consider
involving all teachers in rigorous ICT training to gain adequate knowledge and skills. The more ICT
training is prioritized, the more integrating ICT in pedagogical orientation in primary schools will be
enhanced. Thus, teacher access to personal laptops, exposure laboratories, and teacher’s continuous
ICT training sessions could be a good recommendation/justification if the government is to achieve its
vision 2040 ICT agenda.
Key words: Primary education in Uganda, ICT usage agenda, Vision 2040 in Uganda, teachers digital
pedagogy.
