Technology integrated language teaching in rural areas in Bangladesh- expectation versus reality

Abstract

This qualitative study aims at investigating the secondary level teachers’, students’ and their parents’ perceptions regarding incorporating technology in traditional English language classrooms, challenges and future affordances in the context of Bangladesh. In this qualitative study, I used the purposive sampling technique to collect data from secondary level English teachers, learners from Bangla medium schools and learners’ parents. Data was collected through semi-structured interviews, analysed using thematic analysis. The final results show that despite many limitations and difficulties, integrating technology has far-reaching impacts on secondary level education in rural areas of Bangladesh. Furthermore, in remote areas where there are infrastructural issues, financial crisis, unavailability of modern digital tools, electricity problems resulting in poor internet connection and many more, there traditional classrooms and its efficacy in terms of teaching and learning cannot be replaced by solely tech-based education. However, traditional classroom practices and technology integrated classroom practices can go hand in hand in order to facilitate English language education and open the door for innovative alternatives to meet the pedagogical expectations of the 21st century. The findings will be useful for novice teachers, learners, parents, policymakers in Bangladesh. Keywords: Secondary level, English language education, Online pedagogy, Technology integration, Traditional classrooms, Perceptions.