Teachers’ Skill and Motivation in Using Information and Communication Technology

Abstract

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.

Challenges of Using Information and Communication Technology in Teaching English in Nepal

“…The results show that teachers' motivation, confidence, and skills and knowledge in using ICTs in the classroom are the major challenges as social constructivist approach claims motivation and active participation are the keys to success and knowledge is created gradually in the social context (Tinio, 2002;Pritchard & Woollard, 2010). The finding contrasts with the claim that teachers' motivation, skills, attitudes, opinions and their confidence on using ICTs in the language teaching are the effective measure of the success (Paudel, 2021;Schulz et al, 2015). Since teachers are the main actors for effective ICT adoption and use in the classroom, their poor skills and knowledge in handling ICT tools and modern computer based applications leads the programme to be failed.…”

“…Rana and Rana (2020) conclude that teachers of the old generation have limited ICT knowledge and skills which may lead them to escape from using it. Paudel (2021) from his research found strong motivation of English teachers in applying ICTs even they lack confidence, adequate training, skills, and knowledge on them. All these accounts echo the need of exploring what opportunities motivate them in using ICTs despite their short understanding of ICT.…”

Empowering vocational educators instructional delivery through information and communication technology training in universities

“…This is in line with Cruthaka and Pinngern, [37], which note that providing lecturers with the appropriate training skills should help increase their technology competencies. However, Paudel [36] also assert that continuous ICT training is essential to help teachers keeping up with the development of ICT skills. The study is also in agreement with Chibueze et al [30] which states that the technical vocational education and training lecturers required digital skills for enhancing classroom instructional delivery as well as assessment of classroom instruction.…”

“…So, for these skills to develop, teachers need to go through training programmes that help them gain knowledge, skills, and good attitudes. These programmes are made possible by integrating technology well into their roles and responsibilities [36]. Furthermore, the study show that teachers' low level of ICT usage is attributed to a lack of training [30], [37].…”