Abstract
Information and communication technologies (ICT) have changed the pedagogy in education offering more student-centered learning incidents. The purpose of this study was to evaluate the use of ICT by the biology teachers in teaching-learning process of secondary schools in Bangladesh. A total of 50 biology teachers from several secondary schools of Bangladesh participated in the study. It was found that teachers have better access to computer than the average populace of Bangladesh. They have working knowledge on Microsoft Office Word, Excel, Power Point, and different web browsers. A good number of the teachers use computer for preparing their lectures, use internet for accessing educational materials, takes classes with multimedia with the support of ICT. However, about 17% to 25% were found to be not using these ICT means. Many teachers opined that they have less number of computers in the school to prepare for class work. They also assessed that hardware troubleshooting, software malfunction and unexpected power failure as challenges for using ICT. This paper recommends to provide continuous in-servicing training on ICT, interest free loan to teachers for purchasing laptop computer and to ensure technical support to overcome software and hardware problems in the schools. Keywords: ICT in education, teaching learning process, biology teachers, secondary school. DOI : 10.7176/JCSD/45-05
Highlights
We are living in 21st century, which encompasses the Information Age - an era marked by rapid adoption of new technologies (Holland, 2015)
It is widely accepted that access to Information and communication technologies (ICT) in education can help individuals to compete in a global economy by creating a skilled work force and facilitating social mobility (Wallet & Melgar, 2014)
The Government of Bangladesh (GoB) aiming to turn the huge number of its potential young intelligent populace into a resourceful one, has emphasized on ICT in education by introducing ‘multimedia classrooms’, ‘teacher-led content development’, e-learning module, interactive digital text etc in primary schools, secondary schools and madrashas across the country according to the Master Plan for ICT in Education (Ministry of Education GoB, 2013)
Summary
We are living in 21st century, which encompasses the Information Age - an era marked by rapid adoption of new technologies (Holland, 2015). Information and Communication Technology (ICT ) being the forerunner, have influenced the way we live, communicate, socialize, learn or educate. Introduction of ICT in almost all the sectors of our lives have created a new global economy that is powered by technology, fueled by information and driven by knowledge (US Department of Labour, 1999). Advent of the knowledge economy and global economic competition compel governments to prioritize educational quality, lifelong learning and the provision of educational opportunities for all. It is widely accepted that access to ICT in education can help individuals to compete in a global economy by creating a skilled work force and facilitating social mobility (Wallet & Melgar, 2014). The Government of Bangladesh (GoB) aiming to turn the huge number of its potential young intelligent populace into a resourceful one, has emphasized on ICT in education by introducing ‘multimedia classrooms’, ‘teacher-led content development’, e-learning module, interactive digital text etc in primary schools, secondary schools and madrashas (religious schools) across the country according to the Master Plan for ICT in Education (Ministry of Education GoB, 2013)
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