Rural primary teachers’ perceived affordances of ICT training in Nepal

Abstract

ABSTRACT ICT training can be conceptualised based on affordance theory that offers a lens to observe how ICT training is perceived. This study examines teachers’ perceived value of ICT training and how they developed their awareness of affordances in the pedagogical practice of ICT. Since government teacher training does not cover ICT, ICT training along with computer lab is provided by NGOs. NGOs, thus, stepped in to complement the generic government teacher training. This study reports the findings of how goal-oriented ICT training offers teachers the capability of recognising the potential of training, and teachers progressively actualise knowledge of affordances into practices. ICT is still not a part of the key universities’ pre-service teacher training programmes. In-service training provided by NGOs that covers ICT is sometimes introductory and sometimes on-going. Following a one-week initial ICT training provided by NGOs, teachers were able to incorporate digital tools into lessons and use digital content to encourage students’ collaborative learning. When it first became apparent that teachers needed ICT training, the government directed them toward ICT training programmes at for-profit institutions. This study, thus, contributes to a practical understanding of affordance that can be utilised in government interventions of training and information system management.