304
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Rural primary teachers’ perceived affordances of ICT training in Nepal

ORCID Icon
Received 03 Nov 2022, Accepted 16 May 2023, Published online: 28 May 2023

References

  • Agyei, D. D. (2021). Integrating ICT into schools in sub-Saharan Africa: From teachers’ capacity building to classroom implementation. Education and Information Technologies, 26(1), 125–144. https://doi.org/10.1007/s10639-020-10253-w
  • Bates, M. S., Phalen, L., & Moran, C. (2016). Online professional development: A primer. Phi Delta Kappan, 97(5), 70–73. https://doi.org/10.1177/0031721716629662
  • Bessenyei, I. (2008). Learning and teaching in the information society: Elearning 2.0 and connectivism. In R. Pintér (Ed.), Information society: From theory to political practice (1st ed., pp. 202–211). Gondolat Kiadó, Új Mandátum.
  • Bradshaw, P., Twining, P., & Walsh, C. S. (2012). The vital program: Transforming ICT professional development. American Journal of Distance Education, 26(2), 74–85. https://doi.org/10.1080/08923647.2012.655553
  • Brown, J. S., & Adler, R. P. (2008). Open education, the long tail, and learning 2.0. Educause Review, 43(1), 16–20. http://kvantti.kapsi.fi/Documents/LCL/ERM0811.pdf
  • Bueno-Alastuey, M. C., & Villarrea, I. (2021). Pre-service teachers’ perceptions and training contributions towards ICT use. Estudios Sobre Educación, 41, 107–120. https://doi.org/10.15581/004.41.002
  • Canals, L., & Al-Rawashdeh, A. (2019). Teacher training and teachers’ attitudes towards educational technology in the deployment of online English language courses in Jordan. Computer Assisted Language Learning, 32(7), 639–664. https://doi.org/10.1080/09588221.2018.1531033
  • Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. Routledge.
  • Czerniewicz, L., & Brown, C. (2005). Access to ICT for teaching and learning: From single artefact to inter-related resources. International Journal of Education and Development Using ICT, 1(2), 42–56. http://ijedict.dec.uwi.edu/viewarticle.php?id=38
  • Daramola, O., & Etim, E. (2022). Affordances of digital platforms in sub-Saharan Africa: An analytical review. The Electronic Journal of Information Systems in Developing Countries, 88(4), e12213. https://doi.org/10.1002/isd2.12213
  • Denzin, N. K., & Lincoln, Y. S. (2011). The Sage handbook of qualitative research (Vol. 4). Sage.
  • Dhakal, R. K., & Pant, B. P. (2015). Current status of SERU-ICT in teacher education curricula in Nepal Regional Seminar for UNESCO RDTC Network 2015. School of Information Technology in Education, South China Normal University. http://www.unescobkk.org/fileadmin/user_upload/ict/Workshops/RDTC_15ch/Nepal.pdf
  • Donaldson, J. A., & Knupfer, N. N. (2002). Education, learning, and technology. In P. L. Rogers (Ed.), Designing instruction for technology-enhanced learning (p. 23). Idea Group Publishing.
  • Engeness, I. (2021). Developing teachers’ digital identity: Towards the pedagogic design principles of digital environments to enhance students’ learning in the 21st century. European Journal of Teacher Education, 44(1), 96–114. https://doi.org/10.1080/02619768.2020.1849129
  • Fernández-Batanero, J. M., Cabero, J., & López, E. (2019). Knowledge and degree of training of primary education teachers in relation to ICT taught to students with disabilities. British Journal of Educational Technology, 50(4), 1961–1978. https://doi.org/10.1111/bjet.12675
  • Gibson, J. J. (1977). The theory of affordances. In R. Shaw, & J. Bransford (Eds.), Perceiving, acting, and knowing: Toward an ecological psychology (p. 492). Lawrence Erlbaum. https://doi.org/10.4324/9781315467931.
  • Gibson, J. J. (2014). The theory of affordances (1979). In J. J. Gieseking, W. Mangold, C. Katz, S. Low, & S. Saegert (Eds.), The people, place, and space reader (pp. 90–94). Routledge. https://doi.org/10.4324/9781315467931.
  • Gibson, S., Moline, T., & Dyck, B. (2011). What are education students’ perceptions of the role of technology in social studies pedagogy? Alberta Journal of Educational Research, 57(1), 73–87. https://doi.org/10.11575/ajer.v57i1.55456
  • Goktas, Y., Yildirim, S., & Yildirim, Z. (2009). Main barriers and possible enablers of ICTs integration into pre-service teacher education programs. Educational Technology & Society, 12(1), 193–204. https://www.jstor.org/stable/jeductechsoci.12.1.193
  • Haddad, W. D., & Draxler, A. (2002). The dynamics of technologies for education. In W. D. Haddad, & A. Draxler (Eds.), Technologies for education potentials, parameters and prospects (pp. 2–17). UNESCO and the Academy for Educational Development.
  • Hatakka, M., Thapa, D., & Sæbø, Ø. (2020). Understanding the role of ICT and study circles in enabling economic opportunities: Lessons learned from an educational project in Kenya. Information Systems Journal, 30(4), 664–698. https://doi.org/10.1111/isj.12277
  • Hegedus, S., & Moreno-Armella, L. (2020). Information and communication technology (ICT) affordances in Mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 380–384). Springer. https://doi.org/10.1007/978-3-030-15789-0_78.
  • KabakÇI, I. (2009). A proposal of framework for professional development of Turkish teachers with respect to information and communication technologies. Turkish Online Journal of Distance Education (TOJDE), 10(3), 204–216. https://dergipark.org.tr/en/pub/tojde/issue/16913/176446
  • Kalogiannakis, M. (2010). Training with ICT for ICT from the trainee's perspective. A local ICT teacher training experience. Education and Information Technologies, 15(1), 3–17. https://doi.org/10.1007/s10639-008-9079-3
  • King, K. P. (2002). Educational technology professional development as transformative learning opportunities. Computers & Education, 39(3), 283–297. https://doi.org/10.1016/S0360-1315(02)00073-8
  • Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740–762. https://doi.org/10.1016/j.compedu.2005.11.012
  • Li, B. (2022). Ready for online? Exploring EFL teachers’ ICT acceptance and ICT literacy during COVID-19 in mainland China. Journal of Educational Computing Research, 60(1), 196–219. https://doi.org/10.1177/07356331211028934
  • Loveless, A. (2011). Technology, pedagogy and education: Reflections on the accomplishment of what teachers know, do and believe in a digital age. Technology, Pedagogy and Education, 20(3), 301–316. https://doi.org/10.1080/1475939X.2011.610931
  • Ma, M., Chen, J., Zheng, P., & Wu, Y. (2022). Factors affecting EFL teachers’ affordance transfer of ICT resources in China. Interactive Learning Environments, 30(6), 1044–1059. https://doi.org/10.1080/10494820.2019.1709210
  • Majchrzak, A., & Markus, M. L. (2012). Technology affordances and constraints in management information systems (MIS). In E. H. Kessler (Ed.), Encyclopedia of management theory. Sage Publications. https://ssrn.com/abstract=2192196
  • Ministry of Education and Sports. (2005). National curriculum framework for school education (pre-primary – 12) in Nepal. Ministry of Education and Sports, Government of Nepal. https://librarykvpattom.files.wordpress.com/2009/06/ncf-nepal.pdf
  • Neuman, W L. (2006). Social research methods: Qualitative and quantitative approaches. Pearson/AandB.
  • Obielodan, O. O., Omojola, E. A., Kazeemtijani, O., & Samuel, N. (2020). Assessment of teachers’ pedagogical knowledge on the utilization of information and communication technology in Kwara State, Nigeria. International Journal of Education and Development Using Information and Communication Technology, 16(1), 62–71. https://files.eric.ed.gov/fulltext/EJ1254953.pdf
  • Pentland, B., Recker, J., & Wyner, G. (2015). A thermometer for interdependence: Exploring patterns of interdependence using networks of affordances. In T. Carte, A. Heinzl, & C. Urquahart (Eds.), Proceedings of the 36th international conference on information systems (pp. 1–11). Association For Information Systems. https://eprints.qut.edu.au/90784/
  • Perkmen, S. (2014). The role of personality and school climate on pre-service teachers’ motivation towards technology integration in education. Education Sciences, 9(4), 380–393. https://doi.org/10.12739/NWSA.2014.9.4.1C0625
  • Rana, K. (2018). ICT in rural primary schools in Nepal: Context and teachers’ experiences [Doctoral thesis, University of Canterbury]. https://ir.canterbury.ac.nz/handle/10092/457
  • Rana, K. (2022). How teachers developed remote learning during the Covid-19 crisis: What can we learn from rural teachers in Nepal? In M. Hammond (Ed.), Supporting remote teaching and learning in developing countries: From the global to the local (pp. 48–61). British Council. https://www.britishcouncil.org.np/sites/default/files/teaching_learning_book.pdf?fbclid=IwAR3QxkAFWmZT7hxYi4ES2gzQMPinajhyh1un2mcQy50vRzmFjRTQlbx5rVk
  • 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), 1–16. https://doi.org/10.1002/isd2.12118
  • Rana, K., Greenwood, J., Fox-Turnbull, W., & Wise, S. (2018). A shift from traditional pedagogy in Nepali rural primary schools? Rural teachers’ capacity to reflect ICT policy in their practice. International Journal of Education and Development Using ICT, 14(3), 149–166. http://ijedict.dec.uwi.edu/viewarticle.php?id=2521
  • Rana, K., Greenwood, J., Fox-Turnbull, W., & Wise, S. (2019). Challenges in accessing fieldwork in rural Himalayas: An emerging researcher’s experiences. Waikato Journal of Education, 24(1), 67–77. https://doi.org/10.15663/wje.v24i1.605
  • Rana, K., Greenwood, J., & Henderson, R. (2022). 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. Technology, Pedagogy and Education, 31(3), 275–291. https://doi.org/10.1080/1475939X.2021.2014947
  • 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. https://doi.org/10.17220/mojet.2020.01.003
  • Salleh, S. M., & Laxman, K. (2014). Investigating the factors influencing teachers’ use of ICT in teaching in Bruneian secondary schools. Education and Information Technologies, 19(4), 747–762. https://doi.org/10.1007/s10639-013-9251-2
  • Sandanayake, T. C. (2019). Promoting open educational resources-based blended learning. International Journal of Educational Technology in Higher Education, 16(1), 3. https://doi.org/10.1186/s41239-019-0133-6
  • Selwyn, N., Potter, J., & Cranmer, S. (2010). Primary schools and ICT: Learning from pupil perspectives. Continuum International Publishing Group.
  • Shamir-Inbal, T., & Blau, I. (2022). Micro-learning in designing professional development for ICT teacher leaders: The role of self-regulation and perceived learning. Professional Development in Education, 48(5), 734–750. https://doi.org/10.1080/19415257.2020.1763434
  • Shields, R. (2011). ICT or I see tea? Modernity, technology and education in Nepal. Globalisation, Societies and Education, 9(1), 85–97. https://doi.org/10.1080/14767724.2010.513536
  • Smith, J. A., Larkin, M., & Flowers, P. (2009). Interpretative phenomenological analysis: Theory, method and research. SAGE.
  • Tezci, E. (2011). Turkish primary school teachers’ perceptions of school culture regarding ICT integration. Educational Technology Research and Development, 59(3), 429–443. https://doi.org/10.1007/s11423-011-9205-6
  • Thapa, D., & Sein, M. K. (2018). Trajectory of affordances: Insights from a case of telemedicine in Nepal. Information Systems Journal, 28(5), 796–817. https://doi.org/10.1111/isj.12160
  • Thapa, D., & Zheng, Y. (2019). Capabilities and affordances in the ICT4D context. In P. Nielsen, & H. C. Kimaro (Eds.), Information and communication technologies for development: Strengthening southern-driven cooperation as a catalyst for ICT4D. ICT4D 2019. IFIP advances in information and communication technology (pp. 49–59). Springer. https://doi.org/10.1007/978-3-030-19115-3_5.
  • Thorburn, D. (2004). Technology integration and educational change: Is it possible? Educational Communications and Technology. http://etad.usask.ca/802papers/thorburn/
  • Ünlüsoy, A., Leander, K. M., & de Haan, M. (2022). Rethinking sociocultural notions of learning in the digital era: Understanding the affordances of networked platforms. E-Learning and Digital Media, 19(1), 78–92. https://doi.org/10.1177/20427530211032302
  • Wen, Y., Wu, L., & He, S. (2021). Investigating affordances and tensions in STEM applied learning programme from practitioners’ sensemaking. Educational Technology & Society, 24(4), 99–109. https://link.gale.com/apps/doc/A681184423/AONE?u=anon~f08d50dd&sid=googleScholar&xid=cd19a93c
  • Yang, T. (2022). I can’t teach without ICT’: Unpacking and problematising teachers’ perceptions of the use of ICT in kindergartens in China. Early Years, 1–18. https://doi.org/10.1080/09575146.2022.2090517
  • Yin, R. K. (2009). Case study research: Design and methods (Vol. 5). Sage Publications.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.