Teachers’ experiences of ICT training in Nepal: how teachers in rural primary schools learn and make progress in their ability to use ICT in classrooms

Resource type
Journal Article
Authors/contributors
Title
Teachers’ experiences of ICT training in Nepal: how teachers in rural primary schools learn and make progress in their ability to use ICT in classrooms
Abstract
This article reports on teachers’ experiences of ICT training in rural areas of Nepal. It discusses aspects of policy documents to help understand the Nepali educational context, before highlighting the challenges of establishing and maintaining infrastructure and professional learning opportunities across a country with challenging terrain and extreme environmental conditions. It then examines teachers’ perceptions in five rural primary schools about their experiences of training to use modern educational technologies in instructional activities. The findings indicate that none of the teachers received training in the use of ICT in their initial teacher education and that the Government has allowed non-governmental organisations to provide ICT infrastructure and training for rural schools and teachers. Although this is a small study, it offers insights into the gap between policy and practice and highlights the contextual challenges of Nepal’s attempts to operate on a global educational level as well as the challenges for teachers.
Publication
Technology, Pedagogy and Education
Volume
31
Issue
3
Pages
275-291
Date
2022-05-27
ISSN
1475-939X
Short Title
Teachers’ experiences of ICT training in Nepal
Accessed
21/10/2022, 09:18
Library Catalogue
Taylor and Francis+NEJM
Extra
Publisher: Routledge _eprint: https://doi.org/10.1080/1475939X.2021.2014947
Citation
Rana, K., Greenwood, J., & Henderson, R. (2022). Teachers’ experiences of ICT training in Nepal: how teachers in rural primary schools learn and make progress in their ability to use ICT in classrooms. Technology, Pedagogy and Education, 31(3), 275–291. https://doi.org/10.1080/1475939X.2021.2014947