Barriers to ICT use in EFL teacher education courses in Nepal: An activity theory perspective

Abstract

The effectiveness of pre-service teachers’ ICT training during teacher education course is often linked with the teacher educators’ (TEs’) practices. TEs’ digital practices, however, are under-studied, thus, are not fully understood. This study, which draws on the theoretical tenets of Activity Theory, reports on the factors that limit TEs’ digital practices in a context where technology use has just begun to evolve. Using a multi-method case study, this study collected data from EFL TEs and policymakers. The analyses of the policy data and interviews reveal that multiple factors constrain TEs’ digital practices. A key finding of the study is that factors related to ICT policies, training for TEs and resources hindered the use of technology by TEs. Implications of these are discussed.

Preparations for and practices of online education during the Covid-19 pandemic: A study of Bangladesh and Nepal

“…Delivering learning to homes has been challenging to teachers in most under-resourced contexts, where the accessibility, availability, and use of technology in education are not widespread (Khan et al, 2012 ). Apart from this, teachers’ poor digital skills prevent them from delivering effective learning (Laudari & Maher, 2019 ), and little thought has been given to train them on how to manage students' social, physiological, and psychological issues. While higher education institutions have generally managed to implement teaching and learning activities using online tools globally, the systems and resources in developing countries such as Bangladesh and Nepal are inadequate (Dawadi et al, 2020 ; Uddin, 2020 ).…”

“…Using ICT in higher education has been increasingly common since the advent of the Internet, though the degree of its use differs from one context to another. A plethora of research claims that digital technology meets not only the changing need of higher education students, but it also enhances learning (Alzahrani & Seth, 2021 ; Becker, 2017 ; Du Toit & Verhoef, 2018 ; Lai, 2011 ; Laudari & Maher, 2019 ; Underwood, 2009 ; Waghid & Waghid, 2016 ). Lai ( 2011 ) and Underwood ( 2009 ), for example, assert that technology is used in all higher education institutions, though to varying degrees, to support traditional forms of teaching.…”

“…The technologies that help to provide long-distance courses, such as the learning management systems, "provide an interactive learning environment and automate the administration, organization, delivery, and reporting of educational content and learner outcomes" (Turnbull et al, 2019 , p. 1). Laudari and Maher ( 2019 ), in a study at a teacher training institution (faculty) in a developing context, conclude that there are two types of barriers that mitigate against effective use of digital technology in teacher education. First, it faces first-order (external) barriers, such as lack of resources and training, unconducive policy and administration, rigid curriculum and assessment, and second-order (internal) barriers which relate to teachers' own beliefs, motivation, and attitude towards technology (Ertmer, 1999 ).…”

English Teachers’ Perceptions And Practices of Integrating ICT in ELT

“…This view proclaimed by the participants shows that with limited ICT tools and devices, it is difficult to integrate ICT in their teaching learning frequently (Cunningham, 2015). Similarly, Laudari and Maher's (2019) studies also revealed that lack of infrastructures hinder ICT integration in ELT. Mishra and Koehler (2006) highlighted that instructors' technical competencies are not enough for ICT integration so they need technical resources.…”

“…However, Cunningham's (2015) study in Kenya explored that institutional policies, ICT training to teachers, infrastructures and lack of context suitable E-content as hindrance of technology integration. In this line, Laudari and Maher's (2019) study in Nepal explored that physical infrastructure and resources as the barriers in the use of ICT. Their studies also explored physical infrastructure and resources, institutional policies and lack of ICT training to teachers as barriers in ICT integration in ELT.The aforementioned reviewed research studies on English teachers' perceptions and practices of integrating ICT in ELT explored effects, benefits and the barriers of ICT in home and abroad.…”