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
Paper Information
Conference: ACE2022
Stream: Professional Training
This paper is part of the ACE2022 Conference Proceedings (View)
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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
To link to this article: https://doi.org/10.22492/issn.2186-5892.2023.35
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