Mediating Digital Devices in Post-COVID-19 Classroom: An Exploration of Teachers' Adaptation Process in Nepal

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.

Effect of Teachers Problems in Using Digital Resources on Mathematical Content Instruction Online

“…COVID-19 pandemic presents challenges as well as opportunities to educational activities (Adhikari et al, 2022;Joshi, Khanal, & Dhakal, 2023;Joshi, Neupane, et al, 2023;Khadka et al, 2022;Khanal, Joshi, Adhikari, Khadka, et al, 2022). In the starting day of pandemic, it puts our education system at risk and it makes compulsion to think their stakeholders.…”