Barriers to ICT use in EFL teacher education courses in Nepal: An activity theory perspective

  • Suman Laudari University of Technology Sydney (UTS)
  • Damian Maher University of Technology Sydney (UTS)
Keywords: contradictions, EFL teacher education, Activity Theory, ICT, barriers

Abstract

The effectiveness of pre-service teachers’ ICT training during teacher education course is often linked with the teacher educators’ (TEs’) practices. TEs’ digital practices, however, are under-studied, thus, are not fully understood. This study, which draws on the theoretical tenets of Activity Theory, reports on the factors that limit TEs’ digital practices in a context where technology use has just begun to evolve. Using a multi-method case study, this study collected data from EFL TEs and policymakers. The analyses of the policy data and interviews reveal that multiple factors constrain TEs’ digital practices. A key finding of the study is that factors related to ICT policies, training for TEs and resources hindered the use of technology by TEs. Implications of these are discussed.

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Published
2019-11-30
How to Cite
Laudari, S., & Maher, D. (2019). Barriers to ICT use in EFL teacher education courses in Nepal: An activity theory perspective. Journal of NELTA, 24(1-2), 77-94. https://doi.org/10.3126/nelta.v24i1-2.27681
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Articles