This case study explores how teacher educators use digital technologies in teaching Art and Design (A&D) in a developing country. It uses semi-structured interviews and non-participant observations to gather qual-itative data from teacher educators at two teacher training institutions in central Uganda. To understand the actual use of technologies by teacher educators in the A&D classroom, analysis of the data employed con-cepts from van Dijk’s resources and appropriation theory (RAT) and Mishra and Koehler’sTPACK frame-work. The findings indicate that low digital competence among teacher educators and insufficient access to appropriate hardware, software and the Internet means that A&D teacher educators in Uganda only oc-casionally use digital technologies in the classroom. Instead, teacher educators use non-professional soft-ware such as Microsoft Office to teach Art and Design subjects. The findings further confirm teacher edu-cators’ limited awareness of the relationship between technology, pedagogy and content knowledge in the Art and Design classroom. Insufficient access to adequate digital resources, skills and knowledge explains the low creative use of digital technologies in teaching A&D lessons.
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