ICT Integration in Teaching and Learning Activities in Higher Education: A Case Study of Nepal’s Teacher Education

Rana, Kesh; Rana, Karna

doi:10.17220/mojet.2020.01.003

Cited by 78 publications

(72 citation statements)

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“…Technology integrated language teaching can be inspiring for those who are motivated to experiment with emerging technologies but lack of ICT skills among teachers can be challenging to identify which resources, tools, or Web sites may best fit a particular lesson, activity, or goal in the process of language teaching. Rana and Rana (2020) stated that it is good to train teachers not only in the technology but perhaps more significantly in innovative educational approaches. Thapa and Sein (2018) emphasised to reduce the gap, mass diffusion of the Internet and computers in the schools of developing countries has been promoted.…”

Section: Use Of Digital Technology In the Elt Classroommentioning

confidence: 99%

Integrating Technology into English Language Teaching in Nepal: Student and Teacher Perspectives

Adhikari

2021

Prithvi Acad. J.

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Integrating technology into language teaching and learning is getting popularity in Nepal. Many educational institutions claim that they are adapting to technology in their curricular activities. This study aims to find out the secondary students’ and teachers’ perspectives on the integration of technology in English language teaching (ELT). As a qualitative research, it employs the semi-structured interview to investigate the participants’ experiences of technology integrated language teaching in English as a Foreign Language (EFL) classroom. The findings of the study reported that technology integrated teaching promotes teachers’ and students’ performances, enriches student-centred teaching strategies, develops learning opportunities and brings pedagogical changes. Technology also supports both teachers and students to be productive in language teaching. Technology integrated language teaching and learning advances coordination, cooperation, and collaboration among teachers and students. Various Information and Communication Technology (ICT) tools support both teachers and students to search and use different online materials relevant to their text. However, insufficient ICT infrastructures, poor bandwidth of internet and limited skill of ICT among teachers and students have become the obstacles to incorporate technology in the Nepali education system. To develop students’ and teachers’ skill of adapting to ICT in their language classroom, the concerned authority needs to provide a minimum ICT infrastructure to achieve the educational goals in Nepal.

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Section: Use Of Digital Technology In the Elt Classroommentioning

confidence: 99%

Integrating Technology into English Language Teaching in Nepal: Student and Teacher Perspectives

Adhikari

2021

Prithvi Acad. J.

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“…When initiating the online mode of learning, neither the government Leask and Meadows (2000) said, many teachers across the world learn to use ICT tools in their personal lives similar to other people in the community and implement their skills in the classroom. However, the teachers involved in this study perceived ICT training as essential to the effective practice of the online mode of learning (Laudari, 2019;Rana & Rana, 2020). It was evident from the observation of their online classes that they lacked the skills of how to deliver lessons and they relied on PowerPoint slides and lectures.…”

Section: Discussionmentioning

confidence: 99%

“…It reflects the findings of Czerniewicz and Brown (2005) in South Africa that teachers who have limited access to ICT and training opportunities to use it are not as confident and ready to use it in instructional activities. In addition, Rana and Rana (2020) argue that teachers' attitude towards the use of available ICT determines the successful integration of it in pedagogical activities. In the words of Koehler et al (2007), the teachers involved in this study needed adequate technological, pedagogical and content knowledge to effectively manage the online mode of learning because these three elements reinforce each other.…”

Section: Teaching With Limited Ict Infrastructurementioning

confidence: 99%

How University Lecturers and Students Interpret Opportunities and Challenges of Online Mode of Learning

Paudyal

Rana

2021

IJRES

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This paper reports an analysis of university lecturers and students’ experience of the online mode of learning in the COVID-19 situation. It as qualitative research employed semi-structured interviews and observation of online classes to gather data. It reports on how online classes enabled university lecturers and students to manage online learning and improve technological skills with consistent practice of various information and communication technology (ICT) tools. Despite limited technological and pedagogical knowledge, lecturers initiated online learning as an alternative to physical classroom learning in the crisis. Both lecturers and students, thus, were intimidated by new technologies and ways of learning at the beginning. In absence of ICT training, their consistent practices of online learning enabled them to develop some level of confidence in using ICT in teaching and learning activities. Many students from remote rural villages, however, are unable to access online education due to the lack of the internet, smart devices and electricity. The online mode of learning, albeit it is reported a potential strategy to shift from the traditional education system to modern learning, cannot be sustainable in the context where there is limited or no infrastructure for the internet and electricity.

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“…Similarly, Poudel (2018) studied integrating ICTs in English language teaching: teachers' perception, strategies and challenges and concludes that teachers integrate ICTs in ELT by using effective strategies though they have been facing resources, access, cost, skill and expertise to operate and manipulate related challenges. Further, Rana and Rana (2020) from their study on ICT integration in teaching and learning activities in higher education conclude that there is lack of clear strategy to implement ICT education policy, manage the fund for ICT infrastructures and professional development of university staffs to integrate ICT in teacher education.…”

Section: Review Of Literaturementioning

confidence: 99%

Teachers’ Skill and Motivation in Using Information and Communication Technology

Paudel¹

2020

Prithvi J. Res. Innov.

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Teaching and learning in the 21st century has been embedded with technology. Use of Information and Communication Technology (ICT) plays a crucial role in ameliorating knowledge acquisition in general and enhancing English Language mastering in particular. The government of Nepal has made provision of integrating ICTs in school education to enhance quality education and make both teachers and learners confident and competitive in the present global world. The teachers are the real implementers of the policy into practice. In this context, this research intended to investigate secondary level English teachers’ skill and motivation in using ICTs while teaching the English language. To achieve the objective, an explanatory sequential mixed research design was adopted. The survey questionnaire, unstructured interview and non-participant observation were used to determine the skills and motivation of forty secondary English teachers (20 from public and 20 from private schools). Two datasets, i.e. quantitative and qualitative were collected and analyzed sequentially. The findings of the research reveal that majority of the teachers have high motivation in using ICTs even though they are not skilful, knowledgeable and confident in handling and using new ICT tools and applications. The findings imply that teachers should be given opportunities for training on ICT use for building up their skill, motivation, knowledge and confidence.

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ICT Integration in Teaching and Learning Activities in Higher Education: A Case Study of Nepal’s Teacher Education

Cited by 78 publications

References 0 publications

Integrating Technology into English Language Teaching in Nepal: Student and Teacher Perspectives

Integrating Technology into English Language Teaching in Nepal: Student and Teacher Perspectives

How University Lecturers and Students Interpret Opportunities and Challenges of Online Mode of Learning

Teachers’ Skill and Motivation in Using Information and Communication Technology

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