APPLYING TECHNO-PEDAGOGY IN THE SCIENCE CLASSROOM: A CASE STUDY OF NEPALAPPLYING TECHNO-PEDAGOGY IN THE SCIENCE CLASSROOM: A CASE STUDY OF NEPAL

Abstract

The development in technology and its use in teaching learning process have increased significantly in the global academia; however, Nepalese classrooms still remain dominated by conventional practices. This study focuses on excavating its (computer and internet facilities) reasons from the experiences of Nepalese Schools practicing techno-pedagogy. The study takes cases of four Schools aligning to interpretive inquiry design. The study finds the schools evaluate techno-pedagogy as an essential tool for modern day’s teaching learning. The study marks its use that can be meaningful by addressing some of the identified challenges in Nepalese classrooms; mostly, the teachers’ knowhow with the technology as a pedagogical means; resistance to change; and negative multiplier effects of technology within the society has increased rejection to it. The economy is always a regular challenge in the least and middle income societies and irregular power supply along with long hour power cuts, encourage teachers adhere to conventional pedagogy in the Nepalese Schooling. The master plan for ‘ICT in Education (2013-2017)’ can only materialize on addressing the noted challenges by the study. Keywords: Techno-Pedagogy, Education, Teaching Learning, Computer, Internet.