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

Autor/inn/en	Rana, Karna; Greenwood, Janinka; Henderson, Robyn
Titel	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
Quelle	In: Technology, Pedagogy and Education, 31 (2022) 3, S.275-291 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rana, Karna) ORCID (Greenwood, Janinka) ORCID (Henderson, Robyn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2021.2014947
Schlagwörter	Educational Technology; Technology Uses in Education; Foreign Countries; Rural Schools; Elementary School Teachers; Teacher Attitudes; Technological Literacy; Educational Policy; Barriers; Faculty Development; Pedagogical Content Knowledge; Preservice Teacher Education; Nepal + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Technisches Wissen; Politics of education; Bildungspolitik; Pädagogische Kompetenz; Lehramtsstudiengang; Lehrerausbildung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01