Influences of ICT in Students' Learning

An Article Prepared

By

Shivahari Giri

Roll No.:40 (B), Second Semester

Education Study

For the Partial Fulfillment of the Requirements for the Second Assignment of Curriculum

Issues and Research (Ed. St.721), Master of Philosophy (M. Phil.) Degree in Education

Submitted

To

Prof. Peshal Khanal, PhD

Graduate School of Education

M. Phil. Programme

Tribhuwan University

Kirtipur, Kathmandu

21 September, 2020
 Influences of ICT in Students' Learning

Abstract

This study aims to explore the interest of the students to select the technical and vocational

education in their secondary level and find out its opportunities in the global village. A few

access of the technical school, quota system for recruitment, use of ICT in teaching learning

procedures were the main problems of the study. The qualitative research method was applied

undertaken phenomenology approach and in-depth interview was also used as the data collection

tools to collect the participants’ views. There were only five participants comprised as a sample

and finally the gathered data were analyzed using the thematic networking analysis method.

Interest of students towards technical education, job opportunity and secure future career, and

scope of ICT in globalization were constructed three themes. The main finding of this study was

the selection of technical and vocational education with the interest of students and parents, and

provides various job opportunities to earn money and assists to construct convenient life style.

Therefore, demand of technical skills and scope of ICT is growing in global village.

Key word: Career, globalization, ICT, interest, inspired, opportunity

Introduction to the study

Information communication technology (ICT) is the crucial discipline in the area of

teaching and learning. The role and scope of ICT is increasing day by day globally and its

implementation grows in the different sectors. Information communication technology (ICT) is

the term that is currently used world widely to describe new technologies that depends mainly on

computer networks (Panthee, 2020, p. 26). ICT refers the tools, facilities, processes, and
equipment that provide the required environment with the physical infrastructure and the services

for the generation, transmission, processing, storing, and disseminating of information in all

forms including voice, text, data, graphic, and video. ICT assists to provide interesting teaching

techniques really in the classroom and ICT may use to conduct alternative or virtual class.

Therefore, ICT plays a vital role to promote educational learning achievements and develops the

teaching strategies.

Because of ICTs’ interactive and dynamic nature, it has the stamina to meet the needs of

every individual student by providing opportunities to direct their learning and pursue

information. With the usage of ICT students can learn English with ease. The use of ICT has

become essential in everyday classroom teaching and learning. Application of the ICT gives a

change to teachers as well as students to increase the quality of education and meets the

requirements set by society. Ministry of Education (2013) illustrates that technology to the

students as well as using information and communication technology as an important tool to

improve classroom delivery, increase access to learning materials and improve the effectiveness

and efficiency of overall educational governance and management (P.3). This shows that ICT

assists to create learning environment of the active participation; as a result the quality of the

learning is enhanced. Therefore, ICT is used in general as well as technical education to promote

the teaching learning activities in the school level.

Technical and vocational education is one of the important discipline that is directly and

indirectly related to our life. Therefore, it is essential to study for us. Education helps to a child

to become a useful and a responsible member of the society it is the greatest force for the

development of a nation economically, socially and culturally (Pokharel, 2018). The vocational

education is technical skill training that is available for skill enhancement and to impact technical
education. The courses are available in order to reduce poverty by increasing productivity and

producing skill human resources (Gurung, 2020, p. 2). The vocational education provides hands

on various subject matters. Training Programs in Health, Engineering, Entrepreneurship,

Tourism, Hospitality, Manufacturing and so on are basically based on as well as for basic

working skills. Since, vocational training is provided at the local level through the community

schools all over the Nepal (Gurung, 2020, p.2). From this study I conclude that the demand of

technical and vocal education is going to increase globally and this education produces much

more skillful manpower which easily sells globally.

The history of vocational education and training is linking to indigenous arts and crafts of

Lichhibi period (Paudyal, 2020, p.3). We can see the production and sale of the handicraft,

sculptural and architectural items in that period. In the Malla period, it was more developed and

seemed famous for handicraft; the golden period for all types of architectures. In Rana and Shah

Period, the crafts men from Britain were called in and they trained some Nepali people in civil

construction field including carpentry (TVET Policy-2069). Vocational education has given

students hands-on experience to prepare them for employment. Some might say it all began in

626 BC with the Neo-Babylonian Empire and its knack for apprenticeship-run education.

Regardless of its true origin, today’s vocational education is a well-developed schooling system

which balances class time and work experience (Brush, 2016, p. 2). This education system

prepares the students for the economic independency through selling skills. General education

systems have not been effective in developing the skills that many young people need to secure

employment in industry. The late 1980s and early 1990s saw the introduction and expansion of

new vocational curricula and courses, often developed in collaboration with industry, and an

increase in the variety of work-based learning routes on offer to young people (Vocational

education, n. d. p. 3-4).

Paudyal (2020) explained, CTEVT is a national autonomous apex body of Technical and

Vocational Education and Training (TVET) sector. It has the responsibility to produce

semi skill and skillful human resource to cater the need of the Nation targeting poverty

alleviation by raising the employability and productivity (p. 4).

Historically, almost vocational education is opened for building skills of the students to make

ready for the job and trade. However, nowadays, online vocational education has grown

popularity with making learning various trade skills and soft skills from established professionals

easier than ever for students, even those who may live far away from a traditional vocational

school. The Ministry of Education as well as Council of Technical Education and Vocational

Training (CTEVT) offers and facilitates the vocational training at Community Schools and

Training Institutes in all provinces within Nepal. The Vocational courses are useful for

employment opportunities. The knowledge gained from vocational education is based on

practical implication. The curriculums for the vocational education are: 1) Diploma/PCL, 2)

TSLC, 3) Short-Term (Gurung, 2020, p. 2). Diploma or proficiency level is generally three years

course of those students who have completed 8th grade to 10th grade in the prescribed sector.

Technical school leaving certificate (TSLC) is the 18th month course of those students who

have passed SLC/SEE in agriculture, engineering, health, tourism and so on sectors conducted by

the guided curriculum. These courses are chosen from the students building skills for preparation

jobs at different sectors. The short- term course is prepared for two to three months in

agriculture, engineering, health, hospitality and so on sectors based on various skills. This course

assists the people to establish a business in their own community.

 Globalization is a worldwide phenomenon resulted with advancement in communication

and transportation system. Theoretically, it believes in the interdependence among people in

terms of socio-economic and political affinity beyond a particular geo-physical boundary.

Robertson (1990) theorizes globalization as “the concrete structuration of the world as a whole”.

As globalization highlights on homogenizing world into a single community, it unarguably

brings a question on the strand of nation-state. Many of the theorists believe in the diminishing

of the influence of nation-state in the changed global context especially, in the post-world war

era (Nepal, 2020, p.6). This shows that the whole world becomes a small village of single

community and sharing everything with good communication. I conclude that the positive and

negative impacts are seemed everywhere through the globalization.

The theory of global competition surprisingly is not accountable for democratic process

and national government in the present day globe. To this context, Shareia (2015) claims,

“National state unit loses its importance and value in the present global conditions”. Shareia

(ibid) adds, “An increasing connection among social case of economic transactional as well and

the unification of social and international group”. According to Hayden and el-Ojeili (2006), the

development of capitalist and the expansion of the free-market system as the key mover of

globalizing process (p.12). Michael Mann’s (2001) had explained understanding of globalization

as the extension of social relations over the globe. From this study we see that the transformation

of the social culture; people agree to marry with different caste and race group. The income of

the people is also increased and world becomes a single market for the people.

The new well scientific innovation at any part of the world of any country is the global

property due to the development of the globalization because that may be easily and

conveniently transformed from a part region to another. The new innovation of any discipline
assists to growth the global currency and any country suffering from fever and hard diseases;

then that affects the whole economic of the global such as COVID-19 is appeared in the Huwan,

China first time in December 17, 2019 and that grows rapidly all over the world. As a result,

maximum people are non-employer from their services; they lose their services due to the

pandemic situation all industries are closed. From this, we can say that the good and bad things

affect the economic status all over the world but it does not keep meaning from where it has been

produced. Moreover, the vaccine, against the COVID-19, is produced in any country and which

is transported to all over the world and used to save all the human beings. Therefore, it is

essential and seemed rational to study linking to the global context.

Paudyal (2020), had the study about ‘Technical and vocational education and training in

Nepal’ in which he focused Technical and vocational education and training policy 2012

effective in Nepal. He observed only the policy level but he could not observe the

implementation area. He could not incorporate views of parents and students. Therefore, I saw

the gap there in his study. The different studies were carried out about the globalization but they

could not address the selection of the technical and vocational education at secondary school

level and perception of the students towards technical and vocational education. Therefore, I saw

this gap and made it as the content of my study.

Purpose of the study

The purpose of this study is to explore the interest of the students to select the technical

and vocational education in their secondary level and find out the opportunities of it in the global

village.

Research Questions
Why did you select the technical and vocational education in your secondary level education?

Who inspired you to study this education?

What is the scope of technical and vocational education seems in the future?

Methodology

This is a phenomenological approach of qualitative study. The data were collected using

the in-depth interview as a tool on the students who had selected the technical education in their

secondary level. The five students were participated in this procedure as the participators. At

first, it was built a rapport with them and managed their time to carry out the interviews. It was

taken the two weeks to complete this task and which was completed step by step and then

finally; the data were analyzed by applying thematic networks analysis of Jennifer Attride-

Stirling (2001).

Firstly, I have transcribed the data collected from the in depth interview visiting to field

myself. Then, I have done the process building primary codes, categories primary code and

theme, blending codes towards organized theme and finally constructed global theme,

respectively. Thematic networks systematize the extraction of: (i) lowest-order premises evident

in the text (Basic Themes); (ii) categories of basic themes grouped together to summarize more

abstract principles (Organizing Themes); and (iii) super-ordinate themes encapsulating the

principal metaphors in the text as a whole (Global Themes) (Stirling, 2001, p.4). I have done my

study under this thematic networking for the analysis and the interpretation of data.

I have completely followed the rule of the analysis steps of interpretation of data are as:

Analysis Stage A: Reduction or Breakdown of Text Step 1. Code Material (a) Devise a coding

framework (b) Dissect text into text segments using the coding framework Step 2. Identify
Themes (a) Abstract themes from coded text segments (b) Refine themes Step 3. Construct

Thematic Networks (a) Arrange themes (b) Select Basic Themes (c) Rearrange into Organizing

Themes (d) Deduce Global Theme(s) (e) Illustrate as thematic network(s) (f) Verify and refine

the network(s) Analysis. Stage B: Exploration of Text Step 4. Describe and Explore Thematic

Networks (a) Describe the network (b) Explore the network Step 5. Summarize Thematic

Networks Analysis. Stage C: Integration of Exploration Step 6. Interpret Patterns (Stirling, 2001,

p.7). I have described global theme with the help of organized themes. Organized theme

constructed through basic themes and basic theme constructed by categories of similar codes. As

a whole, I have describsed coming from this process global themes and reached in the

conclusion.

I have conducted the in-depth interviews with the selected vocational education holding

students of Janasewa secondary school, Kirtipur, Kathmandu. The condition of student and

learning environment is differing as the remote part of Nepal. This study has delimitation only

focusing technical and vocational education of secondary school in Nepal. So, it cannot be

generalized to all level of students and all schools of Nepal.

Discussions and Results

I have conducted my study on the basic of topic “Influences of ICT in Students Learning”

at secondary school level. Education assists to a child to become a useful and a responsible

member of the society. Skill is a global currency. Therefore, Nepal government has taken a

policy to construct the skillful students and they can apply their received skills in their daily life.

Now, the whole universe has become a village due to the globalization. The interests of the

learners have been increasing day by day to set in the different sectors and grab the innovative
opportunities in their fields. Here, I have taken the three global themes to describe the finding of

this study: (1) Interest of Students towards Technical Education (2) Job Opportunities and Secure

Future Career and (3) Use of ICT and its Scope in the Globalization.

Global Theme 1: Interest of Students towards Technical Education

Students’ interest is the key component to select the technical education at secondary

school level. Every student and parents have dream to seem the golden future after ending

prescribed education study. Every individual possesses their different interests, desires, dreams,

wills, purposes and attitudes. They want to read as their own interests and learning styles, some

students prefer to peer learning rather than their self-learning and others prefer to guided learning

rather than to be freely involved in learning activities (Ghimire, 2018). This shows that students’

learning achievements may increase with the learning of learners’ interesting subjects. Most

participants said that they had able to choose technical education with their own interest and

desire. Some have chosen the technical education with their parents’ desires. Students are not

empty device; they are the creator of unexpected things (Giri, 2020, p.103). Students have ability

to think own future and they are learning about the scope of technical and vocational education

as the different sources. They have prepared one kind of mindset about selection of education at

school level. Vygotsky (1978) stated that learning takes place in a social context and that

interaction with others (Roblyer, 2004). This shows that students get knowledge through

interaction to each other from their colleagues groups and seniors. Therefore, students have their

self-capacity to choose the technical and vocational education.

Technical and vocational education is one of the skill developing educations. Nepal

Government (2012) has strived about practice of technical and vocational education at secondary

school level. The policy of the Nepal Government (2012) has opened at least one technical and
vocational education school at each election area of all districts. This course was designed from

class nine to class twelve at school level (Paudyal, 2020, p.7). This practice is going rapidly in

different areas throughout the country. Therefore, technical and vocational education is the new

course of the study and its charming is increasing in our each society. Vocational schools, also

known as trade schools, career colleges, and technical colleges, train students for skill-based

careers. Those interested in careers such as event planning, accounting, graphic design,

plumbing, or law enforcement can study at a vocational and technical school. Students who

complete these programs are then ready to begin their careers or earn their four-year degrees

(Brush, 2016, p. 2). All participants want to be the good electrician or engineer. They want to

accomplish their desires being a good electrician or engineer and aim to service the nation

building well skill. The skill of technical and vocational education is taken as the global

currency. By the development of globalization, people can sell their skill in the different parts of

the world as their desire.

Education is the third eye of the people. Education may change the perceptions, idea and

attitude of the people. One of the participants said that self knowledge helped him to choose the

technical education. Some were inspired from their father, mother, brother and teacher to select

the technical education. The Ontario Curriculum for Grade 9 and 10 Mathematics (2005)

specified that teachers should encourage their students “to select and use the communications

technology that would best support and communicate their learning” (p. 14). Every student gets

suggestions from the educated teachers, parents or guardians. The educated people who have the

knowledge about the importance and rational of the technical education; they have suggested to

choose technical education for the study. The parents have wished to choose the technical

education for seeing their children’s golden future in the following days.
Global Theme 2: Job Opportunity and Secure Future Career

The technical and vocational education is a practical and apply-based skill education.

Technical and vocational education provides scientific knowledge which assists to accomplish

daily practical function. Vocational education is education that prepares people to work as

a technician or to take up employment in a skilled craft or trade as a tradesperson or artisan.

Vocational education is sometimes referred to as career and technical education (Vocational

education, n. d., p. 3). The scholars of this study conveniently spend their life style because they

have various opportunities in many sectors. Participant A said that technical and vocational

education has various scopes; it is a new subject practising in Nepal. Therefore, its charming is

going to increase in our community. All participants focused that to select this education;

technical and vocational education easily provides job opportunities which helps to earn a lot of

money. Then, we can conveniently spend our daily life and promote our life style. We can easily

achieve our basic needs and we don’t feel any economic crisis. From this, I concluded that the

medium class family has needed to get a job opportunity. The probability of getting job to the

students studying this education has more chance than the students of other discipline. Soon

many hydro powers and industries are going to run in the nation. There will be necessity of such

technical manpower to be appointed. The technical and vocational education assists to produce

this type of work force and relief to conduct the programs. Therefore, technical and vocational

education brings job opportunities in industrial, commercial and new constructional areas.

Every people seem their dreams to construct their golden future. Students could growth

their career at their own interesting field. Participant C has a dream to be a good electrician or

engineer. He focused that this education would help to earn a lot of money and able to maintain

social prestige in the society. Moreover, this education assists to retain high standard life style,
and conveniently solve the basic needs, children education, and health care and develop family

career. All participants believed that this education will assist them to create their better career in

the future. From this study, I concluded that technical and vocational education provides job

opportunities in many sectors and assists to secure future life of the students.

The career of the student depends upon the study of the school level and campus level

education. The students who select the technical and vocational education in their life are to

become technicians or engineers in their future. The National Center for Education Statistics

(NCES) compared students who achieved traditional four-year degrees and those who pursued

vocational education programs, and it discovered that traditional students are less likely to work

within their fields of study than students who participate in vocational training. Because they

received hands-on learning prior to entering their fields, vocational students may find a job

relevant to their experiences more easily (Brush, 2016, p.4). This study also showed that the

income of the technical labor is higher than that of the general labor. Therefore, students study

this subject to occupy the job easily and conveniently. Participant A will become a great business

man at the electrical field. He focused that Government job is his priority but he will also

conduct electrical business in the future to earn a lot of money. He will spend busy life and

accomplish his desire in the future by developing his career. All participants think about their

future careers to construct their golden life. They are serious to their future and doing hard work

in present. Moreover, they have also felt economic crisis to study and manage the family

difficulty. Therefore, all participants have target to build good career and earn a lot of money.

From this, I concluded that students are aimed to be a good electrician or engineer for earning

money and secured their future to develop career for the maintaining standardization.

Global Theme 3: Scope of ICT in Globalization

 ICT makes the learning joyful, interesting and active, from which students learn with

romantic way easily. The active learning activities of the students would be connected into the

Vygotsky (1978) learning theory. Participant A has taken ICT as the good media of learning. He

focused that the class will be conducted smoothly during the period of COVID-19 by the help of

ICT. ICT makes learning joyful and useful. Participant E explains; ICT becomes funny and

useful life skill activities inside and outside of the classroom. Technology engages students in

interaction and increases time-on-tasks perfectly and they learn more actively (Dhakal &

Sharma, 2016). New technology and techniques help the students to learn easily in a simple way.

The online or virtual class may conduct with the help of ICT and it acts as the alternative

way of teaching process. Participant B said that ICT uses to conduct online class of prescribed

education level and this type of teaching is more effectively in especial conditions and

unfavorable situations. The use of ICTs in teaching and learning is not a method; rather it is a

medium in which a variety of methods, approaches and pedagogical philosophies may be

implemented (Garret, 1991). Therefore, ICT is taken as the alternative education provided

system, which students can apply conveniently from their houses. Participant D emphasized ICT

is the alternative process of getting education. He claimed that ICT could be used to watch videos

of relative subject and applied to conduct online education. Similarly, participant E has felt a

change in his teaching and learning activities through use of ICT. ICT may use in multiple

perspectives of the learning field. The World Bank's 2019 World Development Report on the

future of work suggests that flexibility between general and vocational education particularly in

higher education is imperative to enable workers to compete in changing labor markets where

technology plays an increasingly important role (Vocational education n.d., p.3). Thus, technology

assists to promote the vocational education and it is feasible to accomplish prescribed work. Therefore,
ICT supports to conduct virtual classes in the period of science and technology. ICT makes

teaching and learning activities easier and effective as in a difficult situation.

ICT assists to create the environment for learning activities more organic, realistic and

conveniently through different ways. Participant D has felt realistic education with the use of

ICT. Also, participant B has claimed that ICT makes the study easier and understandable and

assisted to improve the learning activities. Georgescu (2013) conducted a dissertation on “Grade

9 Teachers Use of Technology in Linear Relations”. The researcher focuses his study is to

examine secondary mathematics teachers’ perceptions about technology integration in teaching

blending students' performance of grade 9. Different studies showed that ICT has increased the

learning performance of the students and their level of achievement. Thus, ICT is

complementary learning for students and assists to enhance their learning. Emotion is necessary

for actively learning. Active learning focused the emotional and other aspects of students for

active learning, and social interaction for gaining knowledge (Vygotsky, 1976). However, other

major students’ academic achievement was significantly correlated with the active / reflective

and sequential global learning styles (Ghimire, 2018, p. 56). Different studies show that teaching

strategies and earning styles have changed the learning activities of the students. So, strategies

can promote the learning activities to apply in the classroom.

Motivation assists to promote teaching activities to learn easily and conveniently.

Participant C has claimed that ICT brings motivation for the learner and assisted to involve

active participation in the classroom. ICT makes teaching learning activities more funny,

enjoyable and curious for the learners. He focuses that the ICT helps to make the student

centered learning activities from which knowledge can easily transformed. Barak, Lipson, and

Lerman (2006) indicated that using technology for active learning kept students focused,
engaged, and motivated. This focuses technology is the crucial tools of active learning and

motivation. Technology has been used to make investigative lessons more viable and captivate

students’ interest (Ruthven et al., 2009). Therefore, technology should be feasible to enhance

learning activities through the interest of the learners. Motivation involves goals and requires

activity (Hurst, 2012).Teacher provides basic concepts of subject matter through learning steps

of entrainment methods to construct attractive classroom teaching.

ICT has developed a lot of human skills and assists to link with humans’ practical life.

Skillful manpower easily applies for the especial appointment of any organization of the world.

People get opportunities to develop more useful skills using the ICT. Participant C claimed that

ICT provides globalization opportunities for selling skill to earn currency. Technology is stated

by the National Council of Teachers of Mathematics (NCTM, 2000) that among other engaging

teaching and learning strategies and techniques, the implementation of technology in the

mathematics classroom is thought to influence the teaching of mathematics, to enhance students’

learning, and to increase “students focuses on decision making, reflection, reasoning, and

problem solving” (p. 24). ICT helps to grow modern education based on scientific knowledge but

the indigenous knowledge is going to collapse at modern era. Therefore, ICT has some

advantages and disadvantages seem in the practical life.

ICT connects the whole world as being a common room and provides more opportunities

through well communication. Participant C said that ICT could be used to access global

knowledge and communicate with other people. Participant B emphasized that ICT provides

many opportunities in globalization through different websites and seems to share easily

technical knowledge with each other. Participant A claimed that ICT makes the world as the

small village; people easily could take any information from each part of the world and contact
to each other about the needs based. Marshall McLuhans’s (1962) provided the concept ‘the

global village’, according to which globalization is to be viewed as an emerging global

consciousness (Hayden & el-Ojeili, 2006, p.13). It is the result of development of

communication network and new technology. Moreover, participant D focused that ICT assists

to connect the world with each other. Participant E focused that every people may contact to

each other at the different parts of the world conveniently and provide many opportunities in the

globalization. ICT is taken as the alternative media of learning activities through good

communication at different situations. Therefore, ICT provides more opportunities and has more

scope at the globalization to get job or to involve sharing knowledge at related field.

Conclusion

Technical and vocation education is one of the crucial disciplines at secondary school

level. Students may choose this discipline for being good electrician and engineer. Technical

skills are taken as global currency because it is selling conveniently all over the world. The

demand of technical manpower is going to increase by the development of industries,

hydropower and building others construction function. Therefore, the scope of the technical and

vocational education seems to increase through the development of globalization. Motivation is

the main factor to inspire the students for learning activities and affects the achievement of the

learner and assists to construct effective learning. ICT is the main tools for effective and active

learning through which students learn faster than other. The virtual classes could conduct

through the implement of the ICT at the tough condition such as COVID-19 situation. ICT

connects the world and makes it as a small village and provides more job opportunities. People

have fulfilled their desires earning a lot of money and able to develop their careers. We can see
economic revolution occurs in our society through the globalization by which the life style of

people is going to promote day by day.

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