Developing ICT Competency Training for Teachers of Marginalized Community Schools and Public Sector Schools of Himalayan Region

Abstract

Information and Communication Technology (ICT) has the potential to improve education and bridge the digital divide in underserved communities. However, teachers in marginalized community schools and public sector schools of the Himalayan region often face challenges in integrating technology into their teaching and learning due to a lack of ICT competency and access to resources. This paper discusses the importance of ICT competency training for teachers in the Himalayan region, as well as the benefits and potential barriers to implementing such training. Based on quantitative analysis on the best practice and a review of literature, the paper recommends a holistic approach to ICT competency training that considers the needs, motivations, and contexts of teachers, as well as the available resources and infrastructure. The paper concludes with some suggestions for further research and action.

Author Information

Sagun Dhungana, Digital and Beyond, Nepal
Silpi Dhungana Pant, Tafe Queensland, Australia

To cite this article:
Dhungana S., & Pant S. (2023) Developing ICT Competency Training for Teachers of Marginalized Community Schools and Public Sector Schools of Himalayan Region

ISSN: 2186-5892 The Asian Conference on Education 2022: Official Conference

Proceedings https://doi.org/10.22492/issn.2186-5892.2023.35

Preview : Introduction

Introduction Information and Communication Technology (ICT) has become an integral part of education, with teachers and students alike relying on it for learning and teaching. However, a lack of ICT competency among instructors in the Himalayan region’s public and underprivileged schools prevents the efficient use of ICT in the classroom. This paper aims to discuss the importance of developing ICT competency training for teachers in these schools and provide recommendations for implementing such a program. The himalayan region is a diverse and challenging area in terms of geography, culture, and socio-economic development. Many schools in this region, especially those in marginalised communities and the public sector, face numerous challenges in providing quality education to their students. These challenges include a lack of qualified teachers, limited resources and infrastructure, and cultural and linguistic barriers. In recent years, ICT has been seen as a way to overcome some of these challenges and enhance education in the Himalayan region. Thus in this paper we will discuss the current status of teachers’ ICT competency and its implications in the region’s teaching and learning process. This study is a result of the filed based ICT competency training provided to teachers in marginalized community schools and public sector schools of Helembu and Tibetan Refugee School in the month of March and September 2021.This quantitative study is an effort to understand the need of ICT competency training for teachers of marginalized community schools and public sector schools of Himalayan region. The sections in this paper are organised to get a better understanding of the current status of the study. The paper is organised as follows: first, it discusses the benefits and potential barriers to implementing ICT competency training for teachers in the Himalayan region. Second, it reviews the literature on ICT competency training for teachers, including the different models and approaches, the components and domains of ICT competency, and the factors that influence the effectiveness of such training. Third, it presents a recommendation for a holistic approach to ICT competency training in the Himalayan region, based on the needs, motivations, and contexts of teachers, as well as the available resources and infrastructure. Finally, it suggests some areas for further research and action.

To link to this article: https://doi.org/10.22492/issn.2186-5892.2023.35