ICT INTEGRATION IN THE CLASSROOM OF SECONDARY SCHOOL IN BANGLADESH

Abstract

In recent years, the emergence of educational technology has been considered as means of achieving the educational goals in teaching-learning environment where teachers play the key role. Integration process of information and communication technology (ICT) in education is highly related to teachers’ attitudes, motivation and access, ease of use and usefulness of ICT. The study intended to explore teachers' attitudes towards ICTpedagogy

integration in BGS classrooms, their classroom practice, and the challenges they face while practicing. In doing so, the study followed a quantitative research design whereby survey instruments and observation checklist were used to collect data from 391 teachers of Bangladesh and Global Studies (BGS) subject of secondary schools of Bangladesh. After cleaning, the collected data have been analyzed using SPSS V25 for statistical analysis. Results showed that the teachers possessed positive attitudes towards ICT-pedagogy integration in classroom practice which contradicted with the findings from classroom observation to some extent. Further, data claimed that there were correlations among teachers’ attitudes, practice, challenges and school location, school types, teachers’ skills, ICT training and their age. The results also indicated that the perceived usefulness, ease of use and some affective components have influenced on the acceptance of ICT-pedagogy integration in teaching-learning practice. The study found the level of ICT-pedagogy integration was at ordinary stage while teachers demonstrated assertive mindset which shed light on potential impact of ICT-pedagogy integration in BGS classrooms. Concurrently, the teachers faced numerous challenges during integration process, which were the other major findings of the study. To overcome the challenges and bring positive impact, the study proposed an ICT-Pedagogy Framework that would be helpful to foster ICT-pedagogy integration in BGS classrooms as well as secondary school education for creating teaching-learning effective and ensuring quality education in classrooms. Nevertheless, the study focused on secondary school teachers only, but it had huge potential in all stages of education in Bangladesh from the technological-pedagogical point of view, which could be examined by further study in future.