OLE Nepal recognizes that teachers hold the key to the success of any program at the schools. Unless the teachers are fully comfortable and confident with this new approach to teaching, the initiative will have limited impact on the teaching-learning process. It is also essential to reassure the teachers that ICT-based education only changes their role, rather than minimizing or eliminating their role altogether.
The teacher training has to focus on the following three areas:
- Information Technology (IT) literacy
- Child-centric interactive teaching
- Integration of ICT-based instruction in child-centric interactive teaching.
The objective of the IT literacy training is to help the teachers to overcome their fear of the computer while making them familiar with the use of digital materials. The challenge for teachers lies in the integration of ICT-based instruction in child-centric interactive teaching. ICT-based learning puts children at the center of the classroom process by expanding opportunities for self-learning. Hence, teachers need to have basic understanding of child-centric interactive education. The training package also provides teachers with practice in topics such as lesson planning, basic troubleshooting, classroom arrangement, techniques for managing the class, and pre and post non-computer activities that can be used to integrate the computer-based activities more effectively.
The training program combines presentations, interactions, hands-on activities, and practice teaching to prepare teachers to successfully conduct technology-integrated classes. Trainers also observe real classes conducted by trained teachers and provide feedback to further improve their performances. The training package was prepared through interactions with teachers, consultations with experts including trainers from National Center for Education Development (NCED), and an active participation of teacher trainers in child-centric teaching methods, and has gone through numerous revisions based on feedback received from program schools.
The training program is structured in three steps as follows:
1. Initial Training
- Eight day long residential training
- Held right before program is launched at schools
- Combination of theory and practice teaching
- Sessions on education philosophies and how children learn
- Basic training on computer, E-Paath, E-pustakalaya use
- Training on how to effectively integrate ICT in classroom teaching
- Discussions on proper classroom management, sitting arrangements
2. 
In-School Training
- Four to six weeks after program launch
- Held after students have had ample practice using digital tools
- Trainers review lesson plans prepared by teachers and observe ICT-integrated classes run by trained teachers
- Discuss challenges faced by teachers in applying what was covered in the initial training
- Identify areas of improvements
3. Refresher Training
- Six months after program launch
- Reinforce key concepts and skills learned during initial eight day training
- Address issues and challenges encountered in ICT-integrated classes
- Remove confusions regarding in the program
- Give orientation on additional activities
- Review general troubleshooting techniques
- Encourage trained teachers to pass the skills to other teachers