Constructing a framework for affordable and effective use of technology in STEM and sustainability education in developing countries: Nepal as a case

Technology enhanced learning has been an expanding global phenomenon creating virtual to real-time hands-on experiences for all learners. Studies suggest that technology in education can help address issues of educational equity by enhancing educational access and environmental issues by easing ecological literacy. Whereas, the other side of the story is slightly different; there are noted constraints in almost all education systems to effectively integrate the Technology Enhanced Learning Environment (TELE). Three resources namely; human (teachers), finance, and time are identified barrier for school systems, more prominent in the developing countries including Nepal. This design-based research with its compatible protocol envisions to simultaneously facilitate TELE in STEM and Sustainability education for these resources' constraint conditions. The strength of the protocol lies on tailored low-cost device, with asynchronous instructions, and natural settings as laboratory. These instructions will work for teachers as well as students saving both of their school time. Whereas the use of common pool resources as open natural laboratory will help to overcome the challenges of physical laboratory. The guiding principle is to keep a minimal addition of cost, time, neither teacher training nor panic efforts for teachers. The design is inspired from 'think globally, act locally' sustainability framework bringing web-based and hands-on technology to a context. The students get hands-on experiences and develop a greater level of understanding and motivation with Science, where teacher start acquainting themselves to TELE. This paper explicates the design concept and rationale for constructing the framework of this pedagogic novelty. Copyright © 2020 International Conference on Learning and Teaching.