Technology-integrated pedagogies in the social science curriculum and practices at secondary schools in Bangladesh

Abstract

Technology integration in education has significant impact on effective and meaningful learning, and has gained increased attention globally in making teaching and learning activities more interesting, participatory, and student-centered. Efforts to incorporate technology in the education system of Bangladesh through planned initiatives and multifaceted steps have been ongoing for a long time. The purpose of the study was to explore technology-integrated pedagogies in the secondary school social science curriculum and their practices in the classrooms and schools. Using the lenses of social-constructivist worldview, a multiple case study design was used aiming to explore the perceptions of teachers and students about technology-integrated pedagogy in the social science curriculum and practices in different types of secondary schools (urban-rural and public-private secondary schools) situated in the district of Chattogram. Document review, semi-structure interviews, focus group discussions (FGDs) and observation were used to collect data from several sources. Qualitative content analysis and a ‘thematic' qualitative data analysis technique were used to analyze data collected through interviews, FGDs, and observations. In addition, a cross case analysis technique was used aiming to find the trends and contrasts between case studies, keeping links to the contextual information inside individual cases. Findings based on the analysis of curriculum document indicate that although the generic parts, applicable to all disciplines, highlight technology integration in the curriculum development process, objective setting and teaching-learning strategies, there is a significant gap concerning technology use in assessment methods. The results of the social science curriculum which is named as ‘Bangladesh and Global Studies (BGS)’ analysis indicated that the curriculum for grades VI-VIII has minimal guidance on how to integrate technology, while the curriculum for IX-X focused on pedagogies needing technological integration. Both parts of the curriculum have strong content grounded in significant educational aspects, but there is a very limited indication of using technology viii throughout. Furthermore, instructions on how technology can be integrated in students’ learning assessment are apparently absent. From the perspectives of social science teachers, head teachers and students, the study suggest that almost all social science teachers in the three case study schools expressed positive attitudes towards technology integration, showing enthusiasm for technology integration in their classes. However, their beliefs varied regarding practical and professional experience, school infrastructure, and training opportunities. Assistant teachers from rural and government schools expressed their high expectations for using technology and participating in ICT training, as their schools have insufficient technological resources and limited training opportunities. However, social science teachers from the private school in the city had practical experience and reported various practical issues, such as using slides, maps, and speakers. Additionally, the findings indicate that teachers with adequate ICT facilities in their schools lacked integration in accordance with the TPACK framework, especially in technological and pedagogical aspects. Other teachers who lacked adequate facilities were interested in engaging in pedagogical activities using technology. Overall, all head teachers had positive attitudes towards technology integration in schools. However, the results revealed a mixed picture of the leadership role. While the head teacher of the urban private school was found to be dynamic, technical, action-oriented and innovative-minded, other head teachers of rural and government schools could be described as static, non-technical and traditional in school management. This indicates the gap between urban-rural as well as government-private schools in leadership practices. The findings based on the analysis of data from students’ FGDs, suggested that students across three case study schools hold positive perceptions of learning social science content through technology integration, though their beliefs varied by school context. In terms techology-integrdated pedagogical practices, the findings showed a huge disparity in resources, usage, student literacy and teacher readiness among the three case study schools. In every aspect, the rural school lagged behind in ICT integration. This school had limited access to technology, particularly in social science classes, and students ix are interested but lack digital literacy. Similarly, the urban government school showed gradual improvement in technology integration, but usage remains inconsistent. In contrast, urban private school highlighted exemplary models of technology integration with its pervasive use of technology in every classes including social science, strong student digital literacy and extensive teacher training but could benefit from a more consistent application of pedagogical models such as TPACK. Major challenges towards practicing technology-integrated pedagogies in the classrooms and schools identified through this study are: infrastructure and resource constraints, teacher readiness and training, pedagogical and classroom difficulties, and curriculum as well as policy-related challenges. Based on the findings, several recommendations have been made, for examples, developing curriculum framework focusing on technology integration, developing digital leadership, removing discriminations among schools, ICT based teachers’ professional development, assurance of supplying digital tools, and conducting further research in this area. Though the findings of the study are not generalizable due to its methodological nature, the findings of this research have potential implications for policy and practices. Findings of this study can be valuable insights, and examples of evidence related to technology integration in the curriculum, social science curriculum, and practices in the classrooms and schools. It also have implications for teachers' professional learning and development.