Sarah Barksdale, a doctoral candidate in the Learning Technologies program, recently presented a paper she collaborated on with Bhaskar Upadhyay and Matthew Vernon, "Teacher Professional Development in Nepal: Mobile and Limited Technology Enhanced Pedagogy" at the International Conference on Education in Mathematics, Science, and Technology (ICEMST) in April, 2021.

The presentation and paper share findings from a qualitative case study that occurred during the pilot year (2019) of a partnership between the JRM Foundation, College of Education and Human Development, and a secondary school in a village outside of Kathmandu, Nepal. Guided by the technological pedagogical and content knowledge (TPACK) framework and grounded in sociocultural theory, this study illuminates one approach to developing professional development aimed at deepening teachers’ TPACK with limited access to technology and the flexibility necessary to pivot based on teachers’ needs and experiences. The findings and recommendations were shared during the conference to inform current research and practice regarding the development of teachers’ TPACK when there is limited access to technologies and how to ensure there remains an emphasis on the local sociocultural and educational contexts.