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A shift from traditional pedagogy in Nepali Rural Primary Schools? Rural teachers’ capacity to reflect ICT policy in their practice
ARTICLE

, , University of Canterbury, UK, United Kingdom ; , University of Waikato, New Zealand ; , University of Canterbury, UK, United Kingdom

IJEDICT Volume 14, Number 3, ISSN 1814-0556 Publisher: Open Campus, The University of the West Indies, West Indies

Abstract

This article reports a study of primary teachers’ experiences of using digital technologies in rural primary schools in Nepal, particularly the training they received, the resources they can access, and the impact on their teaching approaches. Policy by the government of Nepal emphasises the need to develop ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. Teachers’ experiences indicated that the integration of available digital technologies in instructional activities changed their role in the classroom to some extent, created a learner-friendly learning environment and improved aspects of their teaching. The study also found that there was often insufficient access to ICT in and outside the school premises, and that pre-service teacher education, as well as government-provided in-service training, does not cover the use of ICT in instructional activities. Rather provision of infrastructures and training in the use of digital devices is carried out by non-governmental organisations (NGOs). It is argued that for policy to be realised in practice, more sustainable and comprehensive systems need to be developed to train teachers in ICT use and to provide them with necessary facilities.

Citation

Rana, K., Greenwood, J., Fox-Turnbull, W. & Wise, S. (2018). A shift from traditional pedagogy in Nepali Rural Primary Schools? Rural teachers’ capacity to reflect ICT policy in their practice. International Journal of Education and Development using ICT, 14(3),. Open Campus, The University of the West Indies, West Indies. Retrieved January 22, 2019 from .