The ministry of higher and secondary special education namangan state university

Keywords: Information and communication technologies, mobile learning, integrated language learning, rural schools

Introduction

Language teaching has been extensively influenced by the innovations made in the field of science and technology. The 21^st century’s academic study has been guided by the recent innovations. We can observe various changes in the forms and mode of education. The present day language pedagogy is leaning towards the integrated pedagogy with the use of ICTs. It is a form of learning that is supported by the use of highly deliberate tools. ICT integrated instruction is a way of learning in an interactive way with the excessive use of ICT (Davies, 2013, p.14). It typically includes the learning interactively with an online support and use of techno-based tools between the teachers and the learners, and the peers.

The success of teaching rests upon the successive integration of ICTs. However, teachers do not have much more ideas on it. Their perception on the importance of e-learning may encourage them to integrate ICTs in their teaching practices. As one of the developing countries, in Nepal we do not have adequate access to Internet and e-learning. Similarly, we might face certain challenges while making our attempts in integrating ICT and e-devices. In the same way, we must have strategic competences in using ICT and e-devices in our language learning behavior so that we can integrate e-learning in classroom-based instruction. The problem stated in this research is whether the teachers, in our context, are familiar about the notion of integrating ICTs in learning, what is their understanding to the benefits and challenges behind the integration of ICTS in teaching and learning of English and so on.