Exploring the Use of ICT in Teaching Learning Process in Nepali Schools: A Narrative Inquiry

Abstract

This study explores how public school teachers in Kathmandu integrate ICT into everyday teaching practices. Using the TPACK framework, the research interprets the narratives of six teachers from different subjects (Mathematics, Science, English, Nepali, and Social Studies), highlighting their personal experiences, understanding, and challenges in bringing technology into their classrooms. Using a qualitative narrative approach, the findings reveal that while most teachers appreciate the value of ICT in improving student engagement and learning, they face significant hurdles. Limited access to digital tools, inadequate training, and infrastructure issues, like unstable internet connections, are some of the key challenges they grapple with. Despite these obstacles, many teachers are willing to embrace technology, often leaning on their peers for support and learning new digital tools independently. Their resilience and creativity in using ICT, even under difficult conditions, exemplify how teachers can adapt and innovate within their classrooms. The study emphasizes better support systems for teachers to use ICT optimistically. Continuous professional development, adequate resources, and training are essential to ensure that teachers have access to the tools they need and feel confident in using them. Furthermore, school-level and policy-level efforts must work in tandem to address the gaps in infrastructure and training, enabling teachers to integrate technology more effectively. Ultimately, this research highlights the need to empower teachers as leaders in their classrooms regarding ICT. In order to have a lasting impact of ICT on education, both teachers and institutions need to invest in the necessary resources and skills that will allow ICT to reach its full potential in transforming the learning experience.