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ICT plays a crucial role in improving education in Nepal, but there are challenges such as lack of electricity and qualified teachers. The government recommends investing in power infrastructure and providing ICT training for teachers. Understanding students' learning styles is important for educators to plan effectively and engage students. ICT can be used to cater to different learning styles, such as visual learning through multimedia presentations. The constructivist learning theory is recommended for ICT implementation. Hello everyone and welcome to EDLM 6002, the Central ICT Skills for Educational Leaders. Today I will present a case study for the individual assignment number 2. The landscape of learning is changing, and Information and Communication Technology, or ICT, is the heartbeat of progress in 21st century education. In this case study, I will share why ICT is the driving force behind this transformation, and despite the many hurdles that can impact effective ICT implementation, I will discuss some solutions and strategies that can revolutionize education. Today we will focus on the implementation of ICT in Nepal by examining a research study done by Dettol 2018. ICT plays a vital role in improving teaching and learning activities, particularly in government schools in Nepal. It is seen as a highly efficient tool for advancing knowledge and skills in education in Nepal. However, Dettol's study also highlights several challenges in the use of ICT in government school systems in Nepal, including the lack of qualified teachers, insufficient hardware and software resources, and unreliable electricity supply. To enhance the quality of education in government schools, the study makes several recommendations that the government should contribute to support the effective use of ICT. Let's discuss two challenges associated with the implementation of ICT in the Nepalese government schools. First, the challenge of access. Based on the study, there is not enough electricity in Nepal. Since Nepal is still growing, the government has not been able to link the entire nation to the national electrical system, which means that many schools are still without electricity. Schools in these locations are inevitably hampered and may not be able to provide ICT-infused studies. Another challenge noted by the study is the lack of qualified teachers. The increasing need for ICT in education has been enormous, and the supply of teachers with the necessary training is inadequate. Additionally, there are more students who are eager to learn using ICT than there are teachers who can deliver the requisite skills. Now, how can these challenges be solved? The Nepalese government made several recommendations to address the challenges schools face with the implementation of ICT. To address the access challenge, they propose investing in substantial enhancements and improvements to their power infrastructure to facilitate the widespread and effective use of ICT in government schools. This would ensure that ICT functions optimally through the steady and uninterrupted power supply. This is an excellent solution to the challenge of access to ICT due to lack of electricity. As a developing nation, Nepal is faced with the reality that unequal access to ICT-driven education or digital devices worsens existing gaps in educational achievement based on socioeconomic and geographical differences, and this is according to United Nations 2020. Increased electricity provision will enable wider ICT implementation in Nepal, providing more students with access and enhancing learning opportunities. According to Katak and Jan, 2015, access to information is crucial for students' academic success, and with the introduction of ICTs, they now have another source of knowledge. Furthermore, disadvantaged students stand to benefit from having access to ICT tools in learning. A Chakatal 2020 study revealed that integrating ICT in education enhances students' computer skills, enriches the learning experience, and boosts their motivation, which leads to improving their understanding and retention of information and positively influencing their academic performance. Now, as it relates to the human challenge of a lack of qualified teachers to adequately support the implementation of ICT, the government has recommended that teachers need to receive the necessary and relevant ICT training to effectively pass on these skills to students. This solution is critical to the effective implementation of ICT in schools and is supported by the study done by Hafifa and Solisio 2020, which concluded that teachers who actively participate in ICT-related workshops and training tend to possess higher levels of literacy compared to those who do not engage in such activities. Similarly, Musalem and Juliana 2018, in their study, suggested that arranging collaborative ICT workshops for school teachers would enable teachers to learn from each other and discover how to make optimal use of technology in teaching. Training is a viable solution to the challenge of unqualified teachers in ICT, and the government should also consider training not only for in-service teachers, but also for pre-service or teachers-in-training. This would enable them to support students' digital skills development and adapt teaching methods once they enter the classroom. This is Andresel et al. 2022. Another consideration in relation to training of teachers is the idea that training needs to be more than a one-time event. Tondo et al. 2016 contend that teacher professional development should follow a lifelong learning approach. This view is substantiated by Yusel and Bumin 2012, who argued that longer technology integration programs are needed as their study revealed that a six-week development program resulted in little to no change. The International Society for Technology in Education, the ISTE, is recommended for implementing ICT in educational institutions, ensuring that policies align with internationally accepted standards and provide a comprehensive roadmap for global technology integration, ISTE 2018. The ISTE has identified essential conditions for effective technology use in schools, which include making sure all students have consistent access to technology platforms, qualified teachers, and Internet connectivity needed to support the objective of the learning process, among other things. The solutions offered by the Nepalese government, therefore, appear to have met the regulations and requirements established by the ISTE. Now let's go further afield and highlight two reasons why it is important for an educator to understand the different learning styles of students. As we all know, education is intricate, particularly when we consider the wide spectrum of learning styles exhibited by students. Each student possesses a distinguished set of characteristics and their capacity to comprehend and assimilate information can differ markedly. This underscores the importance of educators understanding and adapting to the various learning styles of their students. Educators who understand students' learning styles are better able to plan effectively for the teaching and learning environment. Truong 2016 succinctly described learning styles as students' preferred method of learning. Some students may readily grasp concepts through visual aids, while others may prefer written material. Some may excel in theoretical understanding, while others thrive in hands-on and practical examples. Understanding these diverse learning styles provides a foundation for creating and delivering customized learning experiences that cater to individual needs. Furthermore, a study by Vasenov and Serio 2013 has revealed that academic achievement is significantly impacted by the three basic factors of visual, auditory, and tactile learning. This suggests that understanding how students learn can impact their academic performance. Another importance of understanding and catering to students' learning styles is its impact on student engagement. One key indicator of student success is their participation in the classroom, that is, their level of engagement, according to Khalifa et al. 2022. Students often exhibit higher levels of motivation and enthusiasm for studies when they can establish a connection with the content being presented. For example, when a teacher includes visual presentations in their lessons to cater to visual learners, this not only grabs their attention, but also captivates a deeper interest and cultivates a deeper interest in the subject matter. As a result, students are more inclined to engage actively and genuinely participate in their learning. On the subject of learners, consider the impact that ICT use in schools can have on learning styles. Now, there was no indication in the article that ICT was utilized in a way to cater to different learning styles. However, once the government can provide funding to schools to support the financing and maintenance of ICT schools, differentiated instruction supported by ICT using the various learning styles would be beneficial. One example of how ICT can be used to cater to the visual learner in Nepalese government schools is by using multimedia presentations. According to Barata 2010, visual learning is one of the most enjoyable and interesting methods of learning. Visual learning is the process of acquiring knowledge and understanding through various visual tools like printed words, images, diagrams, videos, and much more. These tools make education more effective by making the content engaging and reinforcing what's being learned. Lavrit Madja, et al. 2016. Visual learning is excellent because it sparks interest in subjects, makes learning enjoyable, and sustains learners' interest for longer periods. It is also the reason why institutions such as the University of West Indies Global Campus incorporate visually stimulating ICT tools to engage their students. Now, you may be wondering whether the featured study highlighted theories of learning to support the implementation of ICT. And, although there was no reference or discussion of any learning theories to support ICT implementation, the well-known constructivist theory is highly recommended to promote the successful implementation of ICT in Nepalese government schools, and online collaborative learning platforms are excellent resources to support constructivism in ICT. Constructivism learning theory purports that knowledge is actively built by students via their experiences and interaction with others, Althoun and Lakiri, 2015. In other words, students learn by doing and talking with others. ICTs like computers and Internet facilitate constructivism learning by providing interactive platforms for students to engage in real-life scenarios and peer-to-peer learning. Online collaborative tools provide a special platform for collaboration. Google Workspace for Education, which incorporates Google Docs, Google Slides, and Google Drive, is one practical example that allows students to collaborate on assignments and projects in real time. Online collaboration is an effective approach that should be used by teachers to promote motivation among their students and encourage them to build deeper connections with the content being studied and to produce meaning rather than just repeating isolated facts. Meaningful learning and retention can be greatly enhanced as learners become actively student-engaged in their learning process, Davids and Summers, 2014. And as the proponents of Dale's Cone of Learning have noted, students are able to retain 90% of what is said and done, especially through simulations, collaborative environments, and by actively engaging in real-life tasks. Overall, constructivism and online collaborative learning platforms offer promising ICT integration in Nepalese schools, allowing teachers to create dynamic, engaging learning experiences that align with current educational practices. Thank you for listening and goodbye.
