Embracing digital revolution in teaching and learning: a case of Nakaseke teacher training college institution.

Abstract

This study sought to examine the integration of digital technologies in teaching and learning in Primary Teachers Colleges, with a focus on Nakaseke Primary Teachers College. The objectives of the study were: (1) to assess the professional needs and competencies influencing tutors’ use of digital technologies; (2) to examine the types of digital technologies and information resources available at Nakaseke Primary Teachers’ Colleges (3) to identify best practices for implementing digital technologies in primary teacher education. A descriptive case study design was employed. Data were collected from 45 participants using interviews, focus group discussions, and observation checklists. Purposive sampling was used to select the college principal and three IT personnel, while twenty students were identified through convenience strategy sampling to address challenges within the institution. The findings revealed that tutors’ effectiveness in integration of digital technologies is influenced by their computer literacy levels, access to reliable internet, and the availability of digital curriculum materials. The study further established that although several digital resources such as internet services, stable power supply, and digitalized tutorial demonstration rooms are available, gaps remain in the reliability of internet services for distance learners and in the financing of digital curriculum devices. The study concludes that meaningful digital integration in Primary Teachers’ Colleges requires strengthening institutional systems, sustained professional development for tutors, and increased investment in digital learning resources. It recommends institutional system re-engineering, regular digital skills training for tutors, and enhanced funding to support digital curriculum implementation in teacher education.