Teacher training on ‘ICT in education’ for the government primary school teachers: training practices and its classroom implementation in the teaching-learning process

Abstract

This study examines the "ICT in Education" training program for government primary school teachers in Bangladesh, focusing on the gaps between the training and its classroom integration. Using a qualitative approach, it explores training practices, teachers’ perceptions, and the challenges in applying the training knowledge at schools. Data from in-depth interviews reveal that, while teachers hold positive attitudes toward the beginner-friendly program, its effectiveness is hindered by inadequate participant selection, insufficient follow-up support, weak supervision, and a lack of infrastructure and resources. The findings emphasize the need for policy revisions and improvements in training design, availability of resources at school, and a more proactive teacher mindset. Addressing these issues can enhance the program's effectiveness and support the successful integration of ICT in primary education.