Version 1
: Received: 7 March 2023 / Approved: 14 March 2023 / Online: 14 March 2023 (03:42:56 CET)
How to cite:
Joshi, D.R.; Khanal, J.; Dhakal, R.H. Mediating Digital Devices in Post-COVID-19 Classroom: An Exploration of Teachers' Adaptation Process in Nepal. Preprints2023, 2023030242. https://doi.org/10.20944/preprints202303.0242.v1.
Joshi, D.R.; Khanal, J.; Dhakal, R.H. Mediating Digital Devices in Post-COVID-19 Classroom: An Exploration of Teachers' Adaptation Process in Nepal. Preprints 2023, 2023030242. https://doi.org/10.20944/preprints202303.0242.v1.
Cite as:
Joshi, D.R.; Khanal, J.; Dhakal, R.H. Mediating Digital Devices in Post-COVID-19 Classroom: An Exploration of Teachers' Adaptation Process in Nepal. Preprints2023, 2023030242. https://doi.org/10.20944/preprints202303.0242.v1.
Joshi, D.R.; Khanal, J.; Dhakal, R.H. Mediating Digital Devices in Post-COVID-19 Classroom: An Exploration of Teachers' Adaptation Process in Nepal. Preprints 2023, 2023030242. https://doi.org/10.20944/preprints202303.0242.v1.
Abstract
This qualitative study explores the implementation and conformation process of digital devices in teaching and learning before, during, and after the COVID-19 pandemic in Nepal. Using Rogers' Diffusion of Innovation Theory as a framework, the study examines the adoption and adaptation of digital devices by in-service secondary mathematics teachers (n=62) and their perceptions and preferences towards instructional modality. The findings suggest that despite the increased reliance on digital devices during the pandemic, there is a less likelihood of using them in face-to-face classrooms in developing countries like Nepal. The adoption of online learning has not yet reached the confirmation stage, even after the onset of the COVID-19 pandemic. Prior to the pandemic, online learning was not widely implemented or confirmed by teachers in developing countries societies. The study also provides important insights into the challenges and opportunities of using digital devices in post-COVID-19 classrooms, and its implications for policymakers and educators in Nepal.
Keywords
COVID-19; mathematics; digital tools; digital skills; teacher; e-learning
Subject
SOCIAL SCIENCES, Education Studies
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
