Teaching-learning practices of information and communication technology in secondary schools of Bangladesh

In Bangladesh, secondary school curricula have made Information and Communication Technology (ICT) education compulsory considering the importance of technology and innovation. Students’ performance varies highly across schools compared to within school. This study is conducted in an effort to know what teachers accomplish in ICT classes. The study follows a qualitative research design. 5 ICT teachers and 250 students from 5 secondary schools of Dhaka city were chosen as sample. Data were collected from students and teachers through semi-structured questionnaire, interviews and classroom observations. The major findings of this study reveal that teachers practice mostly lecture, demonstration and book reading method in ICT classes to engage the students in teaching-learning process. Moreover, students are given feedback based on individual assessment. Furthermore, most of the schools have sufficient infrastructure to conduct laboratory work and sometimes practical classes are taken in ICT labs. It is asserted that ICT teachers are punctual to prepare lesson plans and use text books as well as e-learning resources for preparation. However, further study is suggested to explore the overall scenario of ICT teaching learning practices in secondary level education of Bangladesh by comparing rural and urban secondary schools in large scale.