ICT IN EDUCATION

International Journal of Innovative Research in Computer and Communication Engineering, 2018

Information and Communication Technology (ICT) plays strenuous role to make teaching and learning activities more meaningful. It is one of the most efficient tools for advancing knowledge and skills. It is necessary for quality education in government schools in Nepal. This study reviews the concepts and roles of information communication technology in government school education of Nepal. It highlights the challenges facing in use of ICT in government school education of Nepal. It identifies how ICT can be used to enhance quality education of government schools in Nepal. Problems such as lack of resources (viz. qualified teachers, hardware, software, electricity etc.) and poor project implementation strategies militate against these efforts. This study recommends that both government and non-government organizations should help to facilitate skilled manpower, stabilized electricity supply, hardware resources and software resources to enhance the use of ICT in government schools.

Nepal's public education has a somewhat dubious history. Over the course of more than a century it has seen a rapid growth playing an instrumental role in bringing about changes in the sociopolitical arena. However, its qualitative aspect has always been questioned while its quantitative aspect has been somewhat appreciated. In order to enhance the quality of education, especially in the last two decades, ICT, Information and Communication Technology, has been looked into as one of the potential elements in bringing about much needed qualitative improvement in Nepal's education system. As a result, attempts have been made to make use of ICT in its public education system from both government and non-governmental agencies. This paper tries to understand historical development of ICT, public education system and attempts being made to integrate ICT in public education.

2017

The aims of this study are to identify implementation of policies on ICT in teaching and learning activities, and challenges in the implementation of educational technology in a Nepalese higher education context. This study provides insights on understanding how policies concerning technology are implemented in this national context and what challenges are faced in the sector of higher education in this developing country. Empirically, the study applies a qualitative approach and a case study research design in order to investigate and collect detailed, comprehensive information on challenges faced in the use of educational technology in a selected educational institution in Nepal. The study is methodologically based on a combination of document analysis and interviews. The interviews are conducted to elicit views of leadership, teachers and students. Relevant official documents are examined. The physical infrastructure of this case-context is presented as a supplement to the findings from interviews and document analysis. The data are analysed and interpreted from the perspective of Cultural-Historical Activity Theory (CHAT) developed by Leonti'v (1978, 1981) and further elaborated and expanded by Engeström (1987). The results indicate that lack of infrastructure is a main challenge. Moreover, the lack of plans and strategies for technology use also seems to emerge as a challenge. In addition to this, the observed case institution is facing challenges related to teacher motivation. Finally, based on these major findings, the study recommends the institution to start formulating strategic plans in line with higher education policies and ICT policies in order to monitor and follow up the incentives given by the ministries. In addition, a more supportive infrastructure needs to be developed for technology use in order to successfully implement technology in teaching and learning activities.

Journal of Humanities and Social Sciences Research, 2021

2014

This study investigated teachers’ perceptions and practices of information and communication technologies (ICTs) in teaching English in public schools in Nepal. It examined teachers’ perceptions, the challenges that they faced in using ICTs in teaching English language. It aimed to discover what kind of ICTs they used in the classroom. The findings suggested that the most widely used ICT tools were audio tape, mobile phone, computer, television, radio, video tape and email. Questionnaire was developed by the researcher and administered to 47 secondary level English teachers to collect data. It was also found that secondary level English teachers hold positive attitudes towards the use of ICTs for educational purposes. The responses indicated that insufficient class time and inadequate training opportunities were the major obstacles in the process of ICTs’ integration.

1997

Today in the Infonnation Technology (IT) society computer technology is needed to accelerate the development of socioeconomic status in countries. This paper describes the introduction of computer activities in Nepal. The example of developing countries especially emphasizes the important role one person can play in introducing and managing computer education activities in his/her country. Without computer education you cannot handle IT use effectively. Hence computer education activities are needed in teacher education, secondary education and higher education. This paper also describes the critical need for textbooks written in the language of the country as well as the development of an IT education curriculum.

Abstract What is the importance of Information and Communication Technology (ICT) in Education? There are two issues that we get. The first is the importance of ICT. Why is the articulation ICT utilized rather than PCs? The second one is the means by which we can consolidate ICT for upgrading learning. The very articulation Information and Communication Technology has bunches of thoughts in it. It is not simply utilizing devices. The emphasis is on what is being executed through this medium. We have data innovation and correspondence innovation. Overseeing of vast amounts of data and conveying the same to the concerned individuals is the need of great importance. Subsequently the name ICT. It is an exceptionally complete articulation. It is not constrained to the PCs or the web. It ranges from the utilization of FM radio to the utilization of satellite for correspondence. It incorporates both the frame and embodiment of correspondence. ICT can possibly make adapting more experiential. Also the huge measure of information, visuals accessible on any theme can be conveyed to the classroom from everywhere throughout the world. That is the reason ICT has been viewed as a rising territory with heaps of potential for making instructive process more important.

The Electronic Journal of Information Systems in Developing Countries

The Information Technology revolution is going on. It has been making significant impacts on our day lives and has changed the very landscape of human existence. The IT industry today stands as the maximum growth industry and demand for core IT professionals have been o n the rise and is growing worldwide. The demand of these professionals has been so huge worldwide that at present the demand simply outnumbers the supply of these professionals. As a result of the same, rapid growth in highly skilled IT occupations, low unemployment rate, rising salaries etc. have become typical attributes of this profession. With regards to the opportunities available in the IT profession, of recent there has been an extraordinary demand for IT related courses from students worldwide. Nepal is no exception to the same and demand for IT related courses have been on the rise here as well. To cater to this demand, like their counterparts abroad, universities and colleges in Nepal have also come out extensively with IT related courses and programs. In this paper, an attempt has been made to critically investigate the prevailing IT education scenario in Nepal. The paper also provides key recommendations with regards to the steps that need to be taken to enhance the overall quality of IT education in Nepal.

CERN European Organization for Nuclear Research - Zenodo, 2020

This long journey of research project, pursuing a Ph D, made me realize that one would never be able to reach the end point without getting kindly support, encouragement, and tremendous help from many other individuals. I feel myself blessed indeed to have such a wonderful circle of support while carrying out this research work. I would like to extend my sincere acknowledgements to all them. First and foremost, my sincere and profound gratitude goes to my dissertation supervisor Prof. Dr. Anjana Bhattarai (Tribhuvan University, Nepal) for her invaluable advice, encouragement, timely guidance, and positive criticisms throughout this work. Her kind support and inspiration enabled me to digest the difficulties of this long journey. I equally extend my sincere gratitude to my co-supervisor Prof. Monica Johannesen (Oslomet University, Norway) for her precious advice, warm support, encouragement, and expertise. I appreciate her in-depth comments and fruitful feedback which helped me go ahead on the right academic track. Similarly, my appreciation and gratitude are to the research committee members, Faculty of Education, Tribhuvan University, for their invaluable advice, encouragements, and thoughtful comments. I am also sincerely grateful to the internal and external examiners for their invaluable comments and constructive feedback. Your suggestive guidelines have watched me grow professionally, intellectually, and academically.