This study was conducted among in-service teachers working in secondary schools in Uganda before the COVID-19 lockdown in 2020. The purpose of the study was to explore the technological competencies of in-service teachers to use technology-enhanced pedagogy in the implementation of secondary school curricula in Uganda. Using a cross-sectional survey and self-administered questionnaire, data were collected from a sample of 349 respondents. Collected data were entered into the SPSS 21 software program. We then used descriptive statistics of frequency counts and mean scores to conduct analyses of the responses to each question on the questionnaire. The findings revealed that 40.4% of participants had limited access to digital learning resources, 48.1% lacked the confidence to use digital pedagogies, 83.7% needed intensive professional development in the use of digital pedagogies and 59.7% had barely used technology-enhanced pedagogy. This study concluded that most of the in-service teachers were less skilled in the use of technology-enhanced pedagogies. The study recommended that teacher education institutions roll out professional development programs in online facilitation for in-service teachers.