Shifting Traditional Pedagogy in Rural Primary Schools in Nepal: Teachers' Practice of ICTs, Experiences and Perceptions

Year: 2017

Author: Rana, Karna

Type of paper: Abstract refereed

"If the teachers don't get survival money, how do they feed their family, educate children and live a happy life? Even I am unable to buy a good smartphone." (Rural teacher)
This paper presents aspects of a study that examines rural primary teachers' practice and understandings in regard to the use of ICT in education in Nepal. Because ICT is still relatively new resource in education in Nepal, it is important to explain the intention and implementation of policy as well as reporting teachers' perceptions and practice. This paper, therefore, focuses on the wider context of policy vision and plans for implementation in which the introduction of various kinds of ICTs is played out. It also examines the impact of the 2015 earthquake on the slowly emerged capacity of rural schools. Because teachers are at the heart of school practice, comments are included from my participants about their understandings of policy and its consequent regulations.
The Government of Nepal aims to transform teaching practices in primary school classrooms through the integration of educational technologies. I interweave this account with reports of what the in-service teachers interviewed in this study said about policy and the expectations that they will incorporate ICT in their teaching and learning plans and practice. The paper examines processes of teacher recruitment and qualification, the development of ICT education, curriculum and textbooks, and the impact of increasing decentralisation of school management systems on school resource development.
This is a case study based on an interpretive social approach led by participant observation and semi-structured interviews. Documentary analysis provides a ground for the analysis of the primary data gathered through observations and interviews. The study is guided by sociocultural approach. The approach enables exploration of the teachers' experiences, understandings and perceptions of ICT practice in their classroom teaching and learning.
This study is envisaged in terms of a single case that of rural schools in Nepal with embedded case studies of the rural schools studied the ICT.