GS Spark: Journal of Applied Academic Discourse

GS Spark: Journal of Applied Academic Discourse, Volume 2, Issue 1, December 2024, 32-36, https://doi.org/10.5281/zenodo.14838359

Online publication date: Oct 31, 2024

Publication date: Dec 29, 2024

Views: 88 | Downloads: 82

This article examines the teachers' experiences of using ICT in teaching and learning in a community school in Nepal. Most teaching and learning processes increasingly depend on technology, and this study discusses the theoretical issues of integrating technology into the classroom. To investigate the major challenges and opportunities of using ICT tools and techniques in a community school in Nepal. The data or information is gathered through online and face-to-face moods of a semi-structured interview. The results showed more opportunities than challenges or issues in the ICT-integrated teaching and learning process. It also presents that insufficient information and communication technology (ICT) knowledge and skills, unstable internet services, lack of electrical power, lack of proper administrative support, and other factors directly influence the proper use of ICT-integrated learning in community schools. Moreover, the teachers, students, and other stakeholders have the knowledge and skills of digital literacy. Integrating ICT into teaching and learning activities ensures that they are more effective and purposeful, making the process both applicable and practical.

ICT digital literacy education challenges opportunities

1. Agal, E. S. (2013). ICT in education: An expertise towards Quality Teaching. International Journal of Computer Science & Network Solutions, 1(3).
2. Akpabio, E., & Ogiriki, I. B. (2017). Teachers use of information and communication technology (ICT) in teaching English language in senior secondary schools in Akwa Ibom state. Equatorial journal of education and curriculum studies, 2(2), 28-33.
3. Brown, A. M., Sowcik, M., Stedman, N. L., & Bunch, J. C. (2023). Exploring stoicism in leadership: A Comparison with Emotional Intelligence in Undergraduate Leadership Students. Journal of Leadership Education, 22(1), 19-38.
4. Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge.
5. Dahal, N. (2019). Online assessment through Moodle platform in higher education. ICT Integration in Education Conference (pp. 19–21). Kathmandu, Nepal.
6. Denzin, N. K., & Lincoln, Y. S. (2011). The Sage handbook of qualitative research. Sage.
7. Jayanthi, N. S., & Kumar, R. V. (2016). Use of ICT in English language teaching and learning. Journal of English Language Teaching and Learning, 3(2), 34-38.
8. Kumar, T., Shet, J., & Parwez, M. (2022). Technology-integration experiences in ELT classrooms as an effective tool: A theoretical study. JETT, 13 (1), 51–60.
9. Nguyen, L. T. H. (2021). Teachers' Perception of ICT Integration in English Language Teaching at Vietnamese Tertiary Level. European Journal of Contemporary Education, 10(3), 697-710.
10. Rana, K., & Rana, K. (2020). ICT Integration in Teaching and Learning Activities in Higher Education: A Case Study of Nepal's Teacher Education. Malaysian Online Journal of Educational Technology, 8(1), 36-47.
11. Rana, K., Greenwood, J., & Fox‐Turnbull, W. (2020). Implementation of Nepal's education policy in ICT: Examining current practice through an ecological model. The Electronic Journal of Information Systems in Developing Countries, 86(2), e12118. https://doi.org/10.1002/isd2.12118

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.