Technology Makes Classrooms Creative

The integration of technology in educational settings has significantly transformed the teaching and learning activities worldwide. In Nepal, this transformation reveals a complex but generally positive narrative from the teachers’ perspectives. This article, based on my conversations, explores how teachers in colleges in Kathmandu incorporate technology into their classrooms, the challenges they face, and the perceived impact on student engagement and learning outcomes.

Many teachers I spoke with frequently incorporate technology into their teaching practices, aside from a few who are not provided with enough resources and infrastructure. Those who use technology in the classroom reported using it “always” or “often.” Despite this positive trend, some never used technology, primarily due to insufficient technological infrastructure and a lack of familiarity or adaptability among educators. Teachers who do embrace technology predominantly rely on computers, laptops, and interactive whiteboards. In contrast, tablets and smartphones are less commonly used, and educational software and apps are the least utilised tools. This indicates a significant gap in the development and implementation of educational software in Nepali colleges compared to countries like the United States, where platforms such as Desire2Learn, Canvas, and Blackboard are widely used.

Technical skills

 Since there are still some places in Kathmandu where teachers do not have access to sufficient infrastructure for using technology in the classroom, one can imagine the conditions of infrastructure in colleges across the country, especially in the countryside. A significant majority of teachers I spoke with believe that technology greatly enhances the learning experience for students. They acknowledge the positive impact of technology on students’ lives, as they said it increases engagement in class. Only a few mentioned decreased engagements, which stemmed from their lack of technical skills or an unwillingness to move away from traditional teaching methods. 

Confidence in using technology is generally high among young teachers, who emphasised the importance of integrating technology into their teaching practices, while a few others highlighted the need for professional development and support in technology use in the classroom. Despite the positive outlook on technology use in the classroom, many teachers shared their thoughts on frequently facing several challenges when integrating technology into their classrooms. Common issues include inadequate infrastructure, student preparedness, and technical problems. Specific challenges mentioned by teachers included lack of easy access to technology, electricity issues, poorly equipped digital classrooms, insufficient internet connectivity, students’ lack of laptops and other learning materials, and so on. 

These challenges reflect broader problems of poverty and insufficient funding for educational infrastructure in Nepal. There is no doubt that teachers overwhelmingly agreed that technology positively impacts classroom dynamics. They noted that technology helped engage students better, using tools like PowerPoint slides to present materials in a more engaging way than traditional lectures. According to them, this approach helped students understand the material better and encouraged them to ask questions. They acknowledged that technology had made traditional teaching methods less relevant and the classroom environment more interactive. 

They provided specific examples of how technology enhanced learning experiences. For example, they mentioned how Mendeley, a tool for referencing, has significantly reduced the time spent on citations and references.  Many of the teachers had many things in common while discussing the usefulness of technologies in the classroom, such as audio-visual learning methods, PowerPoint slides, and interactive multimedia presentations. They said these tools made lessons more interactive, visual, and accessible, thereby enhancing student learning. They also realised its positive impact on the students’ academic performance. “Students can perform better in less time using technology, likening it to ‘life hacks,’” one of them said. 

They agreed that technology provided access to a vast array of resources, enabled interactive learning, fostered collaboration, enhanced engagement, allowed for personalised learning experiences, and improved efficiency in research and assignments. Some teachers used strategies to ensure equitable access to technology. They integrated a mix of online and offline resources, arranged for shared devices when necessary, and provided training sessions to help all students become proficient in using technological tools, regardless of their prior experience. These strategies are crucial for the effective integration of technology, reflecting the idea that without such measures, technology alone would not be sufficient.

Digital divide

One teacher highlighted the digital divide between tech-savvy and tech-afraid teachers, as well as students in urban versus rural areas. This underscored the need for targeted training and resources to bridge these gaps, ensuring balanced and inclusive teaching-learning practices. The digital divide is influenced by the availability of infrastructure and socio-economic and geographical conditions. However, technology should not be the central focus of teaching and learning, but rather an assistant.

Overall, the responses from some of the teachers in Kathmandu indicate that technology has significantly enhanced the teaching-learning process, promoted collaboration and communication, and fostered creativity and innovation. Teachers recognise the evolving role of technology in education and emphasise the need for inclusive access and balanced integration with traditional methods. By addressing the challenges and implementing strategies for equitable access and effective integration, educational institutions can create a more inclusive and effective learning environment for all students, not only in urban areas like Kathmandu, but also in different nooks and crannies of Nepal.

(The author  is director of Nexus Institute or Research and Innovation NIRI).