Exploring the integration of technology as a pedagogical tool among government primary school teachers in Bangladesh

Abstract

This study examines the integration of technology as a pedagogical tool among government primary school teachers in Bangladesh using the Technological Pedagogical Content Knowledge (TPACK) framework. It explores teachers’ knowledge, practices, and challenges in adopting digital tools for classroom instruction. A qualitative approach was used, including semi-structured interviews and classroom observations with teachers from Dhaka and Chattogram. Findings reveal that while teachers recognize the benefits of technology for student engagement, they face barriers such as inadequate training, limited resources, and lack of institutional support. Additionally, a digital divide exists between urban and rural schools, affecting equitable access to technology. This study contributes to discussions on educational technology in Bangladesh, highlighting the need for policy reforms, improved professional development, and enhanced infrastructure to support effective technology integration in primary education