Technology for interactive classrooms: prospects and barriers

Abstract

This qualitative study aims at exploring enablers, barriers and prospects of integrating technology in traditional classrooms. The revised curriculum for English at the secondary and higher secondary level although do not specifically provide clear guideline about what should be the nature of using technology in the classroom, it encourages teachers to use in their teaching. In the Education policy technologically advanced learners are considered as a workforce who can work locally and globally and developing this kind of learners is at the forefront of current education system of Bangladesh. However the real classroom picture is different than what the policy and curriculum aims at. To understand the current this study attempts to explore selected school teachers’ classroom practices and their beliefs, opportunities, willingness and barriers of using technology in their classrooms. There are seven participants from different primary and secondary schools. These teachers their classrooms and the students are the primary sources of data. Based on the analysis some recommendations are made at the end.