| dc.description.abstract | This dissertation presents findings about the teaching of Information and Communication Technology (ICT) in Teacher Education towards facilitating conducive learning environments for learners with visual impairment. The aim of this study was to investigate the teaching of ICT to perspective teachers towards facilitating favorable learning environments for learners with visual impairment with a focus on primary teachers' colleges in Uganda. Data was collected from two primary teachers colleges; one from mid-western and the other from southwestern Uganda. This study was guided by Actor-Network Theory (ANT) because ANT guided studies are interested in finding out how humans and nonhumans work together to make something happens rather than why it does. Findings revealed three major issues, first, ICT is being taught to prospective teachers during preservice teacher education. Findings revealed further that although ICT is being taught to prospective teacher, they are not taught to use it as a pedagogical tool towards facilitating practical learning environments for learners with visual impairment. The second issue that emerged was that teacher educators are engaged in preparing prospective teachers to develop skills in using ICT. Although teacher educators are engaged in teaching ICT to prospective teachers, they (teacher educators) do not equip prospective teachers with skills of using ICT as a pedagogical tool towards facilitating satisfactory learning environments for learners with visual impairment. Thirdly, findings revealed that Ministry of Education and Sports (MoES), Ministry of Information and Communications Technology (MoICT), Uganda National Association of the Blind (UNAB), and primary teachers’ colleges (PTCs) are involved in teacher education at different capacities with minimal collaboration on teacher education. | en_US |