Seminar Paper

on

COMPUTER LAB FOR DEMONSTRATION OR USE.

 Submitted to:

Abstract

This study will find out whether the computer lab has been used for demonstration or use. It tries

to find out whether the computer lab has been properly used with computer software installed in

computer for smooth operation of teaching and learning or it has just been demonstrated for the

attraction of students. The objective of this study is to analyze the adequacy and appropriateness

of computer lab. I choose qualitative methodology for my study because my seminar topic is to

know the perception of teacher and students whether the computer lab has been used properly

for teaching and learning or not. After collecting the data I found that there is lack of proper

human resource to use computer lab for teaching and learning activities, lack of administrative

support, and lack of infrastructure in class room, lack of training for the use of computer lab in

teaching and learning. Thus, this study tries to examine the status of a computer lab.

Keywords: Computer lab, computer software, infrastructure, human resource, administrative

support
Introduction

A computer lab is a space which provides computer services to a defined community. The

quality of teaching and learning can be improved by introducing more effective technique of

delivery through the use of software in the computer labs. According to (sough, 2002),

“teaching context may vary according to instructional goals, subject matter taught, grade or

age and other student characteristics, use of technology, and so forth”. With this we can easily

concise that use of computer lab in teaching and learning process can bring a lot of change in

understanding and memorization level of the students. The aim of this study is to find out

whether the computer lab is for demonstration or use. To find this aims I used two objectives

which are to review master plan related to ICT education and to analyze the adequacy and

appropriateness of computer lab. In context of Nepal, there is a high appreciation of ICT

programs even though the existing status does not support favorably in terms of infrastructure

(student computer ratio, computer lab with IT facilities, internet connectivity, maintenance and

power backup). (SSRP, 2009-2015) states the development of ICT infrastructure, ICT assisted

teaching/learning and alternative modes of schooling through ICT. But there is gap between

policy and practice. Technologies are changing in day by day but we have still old curriculum

with unqualified teacher who can properly use computer lab for teaching. Also, there is lack of

laboratory practice teaching system that confirms to the orientation of training. In addition to

this, the computer lab has low utilization, equipment damage and other issues.
 Issues and Objectives

A computer lab is generally implemented for providing an effective teaching learning

environment. But there is an issue that computer laboratories are not capable of providing the

necessary teaching learning environment that computer laboratories can offer. Various software

that can be used for making teaching and learning more efficient and effective has not been used

in computer lab. There are traditional laboratories that lack proper equipment and technology. In

traditional computer laboratories, the teacher very often needs to leave their desk in order to

provide guidance to students who may need additional assistance. They do not have the

flexibility to use remote control function and assist students at their own computers. Even if the

teacher use a projector as a teaching tool, students who sit farther away from the projector may

have trouble in viewing the content. Moreover, teachers will not be able to allow a student to

demonstrate the operational procedures throughout the class. Thus, in response to this issue, the

objectives of this research are:

 To analyze the adequacy and appropriateness of computer lab.

 To review master plan related to ICT education.

Methodology

I had used the following two methodologies to study computer lab for demonstration or use:

Document analysis
For this I reviewed ICT master plan (2013) to know about various plans and policies that has

been implemented in the field of ICT and other research articles like: 'Utilization of Available

Facilities of Computer Aided Teaching in Secondary Level School of Nepal', 'Matlab as a

Teaching and Learning Tool for Mathematics' and 'Accessing the computer laboratory learning
environment in relation to student's attitude towards learning'. Similarly, I also studied IT Policy

Nepal (2015), SSDP (2019) and SSRP (2009-2015).

Comparing the plans and policies with the findings of research that I studied, I found that there is

a gap in theory and practice. The plans and policies have focused on developing IT tools and

technologies all over the nation. But, it has not been implemented in practical life. Many schools

and colleges in Nepal do not have proper computer lab for effective teaching and learning

process. Even if they have computer lab, it is not properly maintained. I think this is because of

lack of adequate human resources, infrastructures and support. So, in order to overcome this

problem, proper monitoring must be done and proper support from government is required.

Field study
I used purposive sampling method for my study. I selected two schools for my research (both

private and public). From both school, I selected computer teacher as well as few students. I

requested them to take the interview for my study to know whether the computer lab in their

school is for demonstration or use. At first they refused me for taking their interview. But, I

clearly explained them about my purpose of taking the interview and they became ready for it.

Then, I took interview of both teachers and students simultaneously and finally collected data

from them. I thanked them for co-operating with me and helping me in my research.

Literature review

Computer labs are rarely found described in the literature about computing in school learning.

Computer activities have become a common way for students to find entertainment, stay current

with news, and complete their daily personal tasks. With the convenience of computer labs, it is

expected that student would utilize these resources to find diversions during free time. The

selected articles and papers that were reviewed, compiled and summarized are as follows:
ICT master plan (2013), IT Policy Nepal (2015), SSDP (2019), ' The role of computer labs in

teaching and learning process in the field of mathematical sciences', 'Utilization of Available

Facilities of Computer Aided Teaching in Secondary Level School of Nepal',

SSRP (2009-2015) , 'Mat lab as a Teaching and Learning Tool for Mathematics' and 'Accessing

the computer laboratory learning environment in relation to student's attitude towards computer.'

Various efforts have been made under the framework of various directives and guidelines with

an objective to boost the awareness about proper use of computer lab for teaching and learning

(Chu, 2019). It was found that there is a gap between the level of expectation and actual

implementation of computer lab.

According to the review done on SSDP (2019), MoE has introduced ICT into the school sector

by establishing computer lab in selected school and internet connectivity in DEO & school.

Establishing a lab and internet connectivity in school will absolutely increase the learning

outcome of the learner. The computer lab will increase the student's practical knowledge. The

quality of teaching and learning can be improved by introducing more effective technique of

delivery through the use of software in the computer labs. Thus, learning can be improved by

introducing more effective technique of delivery through the use of software in the computer

labs.

According to the review of SSRP (2009-2015), it seems that it focuses on development of ICT

infrastructure, ICT assisted teaching/learning and alternative modes of schooling through ICT.

Developing the ICT infrastructure in the school will increase the learning outcomes in the

school. Having the proper ICT infrastructure will easy for learner as well as teacher. And after

that ICT assisted teaching will increase the learner interest into the contents and student will be
crazy for learn so they can learn easily. The use of ICT assisted tools like projector, laptop, VR

in the computer lab will increase the learning productivity of all the students.

According to the review of ICT Master Plan (2013), Ministry will issue specifications for ICT

lab and computers in schools. Schools will have ICT lab for students as well as computers for

teachers. There will be adequate number of computers and multimedia projector. It is believed

that ICT lab for all students which reduce the digital divide. If each student are capable for using

ICT tools or they got ICT access in their school or local area then it will contribute in increasing

the learning outcomes and also involvement in ICT education in any area of Nepal. Developing

the ICT infrastructure will also increase the students' outcomes. This Master Plan includes four

major components on ICT in education: ICT infrastructure including internet connectivity,

human resources, content development and system enhancement. These four components also

cover the four pillars of ICT in education; they are infrastructure, connectivity, teaching learning

materials and human resource. It focuses to narrow down the digital divide through the

development of ICT infrastructures, human resources, digital labs and system enhancement in

education for the welfare of the students.

According to the review of IT Policy Nepal (2015), in remote areas implementing the

telecommunication and ICT services will be very helpful for school, students; teacher because

accessing the telecommunication and ICT tools will help the learners as well as teachers.

Teacher will teach effectively using ICT tools. It will make class room more manageable and

easy to deliver the learning contents to the learners by the teacher. Students will be very exciting

having learn using the ICT tools in rural areas because in rural areas they don’t have familiar

with ICT tools so having ICT tools in their class room they are more excite and learn better.

Appropriate measures will be taken to facilitate and promote the integration of ICTs within the
entire Nepali educational system to support administration, pedagogy, learning and research,

with a view to improve the quality of education and training at all levels and enhancing access to

education. Nationwide E-Schools and other related initiatives will be formulated and launched to

promote E-learning and E-Education as well as life-long learning. ICT capacities of educational

institutions will also be enhanced in a way that helps improve learning outcomes.

According to the review of 'Utilization of Available Facilities of Computer Aided Teaching in

Secondary Level School of Nepal', private schools have slightly better facility of computer aided

teaching than the public school but there was no significant effect of location. Thus, the school

management should increase the accessibility of computer lab for students to develop the

technical skill in student. This is the age of modern technology so computer aided teaching

practice should be improved in secondary level school of our country Nepal.

According to the review of 'Matlab as a Teaching and Learning Tool for Mathematics',

MATLAB was used as a teaching and

learning tool for mathematics. It has been used as a tool for the visualization of the graphs
of
mathematical functions, computation, problem-solving, increasing motivation and self-
confidence and as well as fostering positive attitudes toward mathematics.
MATLAB was used as a teaching and
learning tool for mathematics. It has been used as a tool for the visualization of the graphs
of
mathematical functions, computation, problem-solving, increasing motivation and self-
confidence and as well as fostering positive attitudes toward mathematics.
MATLAB was used as a teaching and
learning tool for mathematics. It has been used as a tool for the visualization of the graphs
of
mathematical functions, computation, problem-solving, increasing motivation and self-
confidence and as well as fostering positive attitudes toward mathematics.
It has been used as a tool for the visualization of the graphs of
mathematical functions, computation, problem-solving, increasing motivation and self-
confidence and as well as fostering positive attitudes toward mathematics.
It has been used as a tool for the visualization of the graphs of
mathematical functions, computation, problem-solving, increasing motivation and self-
confidence and as well as fostering positive attitudes toward mathematics.
It has been used as a tool for the visualization of the graphs of
mathematical functions, computation, problem-solving, increasing motivation and self-
confidence and as well as fostering positive attitudes toward mathematics.
It has been used as a tool for the visualization of the graphs of
mathematical functions, computation, problem-solving, increasing motivation and self-
confidence and as well as fostering positive attitudes toward mathematics.
It has been used as a tool for the visualization of the graphs of
mathematical functions, computation, problem-solving, increasing motivation and self-
confidence and as well as fostering positive attitudes toward mathematics.
It has been used as a tool for the visualization of the graphs of
mathematical functions, computation, problem-solving, increasing motivation and self-
confidence and as well as fostering positive attitudes toward mathematics.
It has been used as a tool for the visualization of the graphs of
mathematical functions, computation, problem-solving, increasing motivation and self-
confidence and as well as fostering positive attitudes toward mathematics.
It has been used as a tool for the visualization of the graphs of
mathematical functions, computation, problem-solving, increasing motivation and self-
confidence and as well as fostering positive attitudes toward mathematics.
It has been used as a tool for the visualization of the graphs of
mathematical functions, computation, problem-solving, increasing motivation and self-
confidence and as well as fostering positive attitudes toward mathematics.
It has been used as a tool for the visualization of the graphs of
mathematical functions, computation, problem-solving, increasing motivation and self-
confidence and as well as fostering positive attitudes toward mathematics.
It has been used as a tool for the visualization of the graphs of
mathematical functions, computation, problem-solving, increasing motivation and self-
confidence and as well as fostering positive attitudes toward mathematics.
It has been used as a tool for the visualization of the graphs of
mathematical functions, computation, problem-solving, increasing motivation and self-
confidence and as well as fostering positive attitudes toward mathematics.
It has been used as a tool for the visualization of the graphs of
mathematical functions, computation, problem-solving, increasing motivation and self-
confidence and as well as fostering positive attitudes toward mathematics.
It has been used as a tool for the visualization of the graphs of
mathematical functions, computation, problem-solving, increasing motivation and self-
confidence and as well as fostering positive attitudes toward mathematics.
It has been used as a tool for the visualization of the graphs of
mathematical functions, computation, problem-solving, increasing motivation and self-
confidence and as well as fostering positive attitudes toward mathematics.
It has been used as a tool for the visualization of the graphs of
mathematical functions, computation, problem-solving, increasing motivation and self-
confidence and as well as fostering positive attitudes toward mathematics.
It has been used as a tool for the visualization of the graphs of
mathematical functions, computation, problem-solving, increasing motivation and self-
confidence and as well as fostering positive attitudes toward mathematics.
It has been used as a tool for the visualization of the graphs of
mathematical functions, computation, problem-solving, increasing motivation and self-
confidence and as well as fostering positive attitudes toward mathematics.
It has been used as a tool for the visualization of the graphs of
mathematical functions, computation, problem-solving, increasing motivation and self-
confidence and as well as fostering positive attitudes toward mathematics.
It has been used as a tool for the visualization of the graphs of
mathematical functions, computation, problem-solving, increasing motivation and self-
confidence and as well as fostering positive attitudes toward mathematics.
It has been used as a tool for the visualization of the graphs of
mathematical functions, computation, problem-solving, increasing motivation and self-
confidence and as well as fostering positive attitudes toward mathematics.
It has been used as a tool for the visualization of the graphs of
mathematical functions, computation, problem-solving, increasing motivation and self-
confidence and as well as fostering positive attitudes toward mathematics.
It has been used as a tool for the visualization of the graphs of
mathematical functions, computation, problem-solving, increasing motivation and self-
confidence and as well as fostering positive attitudes toward mathematics.
Matlab is a software that has been used as a tool for the visualization of the graphs of

mathematical functions, computation, problem-solving, increasing motivation and self-

confidence and as well as fostering positive attitudes toward mathematics. It has been shown

to be a technology that could be used for developing mathematical thinking, concepts and

skills, and a source of motivating students for learning mathematics. It is also a very

useful tool in demonstrating connections in various underlying mathematical concepts in the

teaching and learning processes.

According to the review done on article 'Accessing the computer laboratory learning

environment in relation to student's attitude towards computer', Computers have been used in

higher education for over thirty years both as a subject of study and as a tool to assist in the

learning process within other disciplines. In that time, computer laboratory classes have played a

major role in the teaching of computing subjects. No gender differences in computer laboratory

learning environments have been reported in this study.

Thus, the plans and policies has clearly mentioned about the provision of computer lab. They

have focused in providing various tools like: projector, computers, multimedia, etc.) required for
a computer lab. But they haven't stated the challenges that may arise in using the available

computer lab for teaching and learning.

Findings and discussion

Comparing the literatures that I reviewed, I found that there is no similarity in between the plans

and policies and the findings made through the research. Although various provisions about

computer lab are mentioned, they are not properly implemented. Based on authors’ perceptions,

the following items contribute to the low percentage of computer lab use:

• Courses were not designed to apply software in curriculum.

• Operational hours were not flexible. Labs are open only during office hours. This hindered

students from using the labs during their free time, which is usually outside office hours.

• Number of computers or lab space is very limited.

• Purchase costs to buy certain software are high.

In this section I discussed of data which are collected from different teacher in a thematic

approach.

a. Lack of infrastructure in computer lab

Infrastructure is a basic need to implement ICT tools and technology in school. Without

infrastructure we can’t use ICT in school. According to the computer teacher, in one class there

are a hundred students but the computer in computer lab is 10 to 15. In government school there

are huge student and they don’t have computer for each student and it’s hard to teach student

practically. In policy clearly mention that development of ICT infrastructure and ICT assisted

teaching and learning but in practice they implement computer where there is 100 student but

they have only 10-15 computer. There is lack of quality product due to lack of infrastructure.

b. No quality human resource

Quality human resource is one another important in school to handle and ICT infrastructure and

set up the ICT tools and technology to run to run computer lab in school. Due to lack of quality

human resources, the schools are not able to run the computer lab as the teacher lacks the

knowledge about the infrastructures to be used in computer lab. Even if there are resources, the

teacher lacks the knowledge about the way o using them.

c. Lack of teacher training

Training is important for IT teacher as well as non-IT teacher because the technology will

change day by day and if we keep up-to-date about the technology than it will be more effective

in teaching and learning. One of the teacher said "Provide training to teachers on how to teach in

an ICT friendly environment. Due to lack of training teacher can’t update to the new

technology".

d. Lack of monitor and support team

Monitor and support team is another factor to continuously implement computer lab in school.

So if we don’t have proper support team than we can’t implement proper computer labs. One of

the computer teacher said “Students can't manage the computer's normal wires fall off”. In

maximum school students are unable to manage simple problem occur like wire fall, shake of

RAM then they can’t fixed it and these system will damage after not maintenance in long term

for which proper monitor and support team is necessary. If there is proper monitoring and

support team than it will be fixed easily and implementation of computer lab will be effective.

Thus, following approaches can be followed in order to overcome the challenges:

  Extension of lab operation hours, however this approach requires an increase in human

resource, thus involve planning at the management level.

 Establishment of a full-size lab which can handle the capacity of large number of students

at a time.

 Sufficient financial resource and budget every year for software purchase, license

renewal, etc.

 Provision of proper training to the teacher about using various infrastructures in a

computer lab.

Conclusion

Through this study, I came to know that computer labs have only been used for demonstration

and not used properly. Private schools have slightly better facility of computer lab than the

public school. Although there are computer labs, it has not been managed properly because of

lack of management and support teams. It has same old technologies that don't match with the

available modern tools and technologies. Because of lack of proper training in teachers, they

don’t seem to have proper skills in using the tools and technologies in a computer lab and

because of this the students also gets affected as they are not able to learn to use the tools and

technologies for learning. In addition to this, I found that there is lack of internet connection in

computer lab which stops students from improving the academic performance in technology

empowerment. Also, I found that there is lack of government's concern in development,

management and utilization of computer labs. Thus, these hindrances must be taken into

consideration as soon as possible.

The selected articles and papers that were reviewed, compiled and summarized are as
follows:
The selected articles and papers that were reviewed, compiled and summarized are as
follows:
The selected articles and papers that were reviewed, compiled and summarized are as
follows:
he selected articles and papers that were reviewed, compiled and summarized are as
follows
he selected articles and papers that were reviewed, compiled and summarized are as
follows
he selected articles and papers that were reviewed, compiled and summarized are as
follows
he selected articles and papers that were reviewed, compiled and summarized are as
folComputer labs are rarely found described in the literature about computing in school learning.
Even less scholarly attention has been given to how students have used tComputer lab offer
access to personal computing software and high-end specialized software which are utilized for
academic needs.
Bibliography

sough. (2002).

UIS. (2009).

(2009-2015). SSRP.

(2009-2015). SSRP.

(2013). ICT Master Plan.

(2015). IT Policy Nepal.

(2019). SSDP.

Chu, J. (2019, August 22). ViewSonic Library. Retrieved from www.viewsonic.com:

https://www.viewsonic.com/library/education/school-computer-labs-matter/

Das, P. a. (2017). Utilization of available facilities of computer aided teaching in secondary level school of
Nepal. Journal Of Advanced Academic Research(JAAR).