USE OF ICT IN SCHOOLS: EXPLORING OPPURTUNITIES AND CHALLENGES

Abstract

In the context of technology evolution, practices of teaching learning have changed around the world. Use of Information Communication Technology (ICT) in schools has been supportive for enhancing the quality of education providing efficient educational management and effective classroom instructions. In Nepal, some private schools have started using ICT for the facilitation of classroom instruction, school management and administration. Some public schools are supported by NGOs for the same. In this scenario, my journey of research began with a broad objective of exploring the use of ICT in schools; perception of administrators, students, and teachers on use of ICT; and finding opportunities and challenges of the use. I formulated three research questions: How has ICT been in use in schools? How do administrators, teachers and students perceive the use of ICT? In addition, what are the challenges and opportunities of using ICT in schools? To set the fitting methodological premise to my study, I adopted interpretive paradigm of qualitative method which helped me to explore the contextual world of reality about ICT use in iii schools. For this, I designed semi-structured interview schedule with open ended questions, observation check list/guideline and field diary as tools to generate primary qualitative data. Following general principles of qualitative data analysis (transcribing, coding and thematizing), I interpreted the meaning of „experiences‟ on narratives collected from research participants (school principals, teachers, ICT coordinators and students) in connection with various literature. Findings of this study reveal that ICT are used for three major purposes in schools. The first purpose is to facilitate administration to ensure efficiency and effectiveness in service delivery. For this, schools are using database/SIMS, computer software for administration, finance, exam/result, and record keeping. The second purpose is to enhance classroom instruction. Schools aimed at providing better quality of education by assuring improved students‟ motivation, personalized student learning, enhanced student learning, feedback and reinforcement, enhanced quality of teaching and improved teacher education. For this, schools have been using productivity software tools, audio/video teaching aids, animated and simulated teaching materials, and ther online resources. In addition, a school has placed all possible sets of ICT hardware in eah classroom for ICT friendly environment to facilitate teaching and learning. The third purpose of using ICT in schools is to strengthen communication, networking and school exposure. For this, they have been using telephone, SMS, email and other web-based communication, web-based exposure, and professional networks. This study has also explored how the use of ICT is perceived by end users in different schools to foster technology innovation in educational practices. In this regard, the research revealed that the use of ICT in schools, as radical change in education, ocean of resources, learning beyond the classroom, has brought about iv changes in the role of both students and teachers. Likewise, the use of ICT has shown many opportunities to improve the overall teaching learning methods in various ways. One of the major opportunities is improved quality of education. However, there exist some challenges like adaption to new change in technology, information chaos, total cost, infrastructure, electricity/power backup, language and context, national policy, data security, technical support and trouble shooting. The study has also drawn some implications on policy, practice and research. All schools can implement SIMS system as it allows entering, storing and retrieving useful data that are fed to educational planners for assessment, monitoring and evaluation of education programs as well as inputs to policymakers for a more rational decision-making. Likewise, a curriculum reform to adopt ICT as a separate compulsory subject in school level can set a new height to Nepalese school education towards minimizing digital divide. Implications on practice are focused on what and how schools, principals, teachers and students can do/use ICTs to enhance their practices of teaching learning. The research implications indicate need of a comparative research to explore the effectiveness of ICT based pedagogical practices of teachers and learning achievement of the students