Laudari, S & Maher, D 2019, 'Barriers of ICT use in EFL teacher education courses in Nepal: An activity theory perspective', Journal of Nelta, vol. 24, no. 1-2, pp. 77-94.View/Download from: Publisher's site
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.
Prior, J, Laudari, S & Leaney, J 2019, 'What is the Effect of a Software Studio Experience on a Student's Employability?', ACE 2019 Proceedings of the 21st Australasian Computing Education Conference, Australasian Computing Education Conference, ACM, Australia, pp. 28-36.View/Download from: Publisher's site
© 2019 Association for Computing Machinery. Our software studio demonstrably increases students' employability, according to the empirical findings of this study, and an evaluation of these findings based on the CareerEDGE Employability Development Profile. We provide a studio environment in which students work in mixed teams on real software projects for clients, under the guidance of industry and academic mentors. This study used open-ended interviews and ethnographic observations in the studio sessions to understand employability success. Skills found important for employability include: Collaboration and communication, project management, supporting each other to resolve technical issues, seeking help from industry mentors and academics, social aspects of work (working with clients and mentors), reflection skills and technical skills. These skills were compared with the CareerEDGE Employability Development Profile and found to give good coverage of employability skills. Contributions made by this study to computing education are: • A deep empirical understanding of students' perspectives and what they value about their employability as a result of participating in the software studio • An evaluation of our findings against the CareerEDGE employability framework, in a technical learning environment • Findings from an investigation that is complementary to students' perspectives collected in accordance with the CareerEDGE approach, where the data is collected via a questionnaire with 5-point Likert scale responses; our interviews were open-ended and accompanied by ethnographic observations.