Rashid, MamunurShahidi, Tasmia Rahman2025-04-302025-04-3020252025-01ID 22357014http://hdl.handle.net/10361/25843Cataloged from PDF version of thesis.Includes bibliographical references (pages 47-52).This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Education degree in Educational Leadership and School Improvement, 2025.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.68 pagesenBRAC University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission.ICT in educationGovernment primary schoolPrimary educationSchool teachersGPSTeaching-learning processTraining programTeachers’ Professional Development (TPD)Educational technology--Bangladesh--Case studies.Education--Information technology--Bangladesh--Case studies.Teachers--Tranining of--Education, Primary--Bangladesh.Elementary school teachers--Training of--Bangladesh.Education, Primary--Bangladesh--Computer-assisted instruction.Telecommunication in education--Bangladesh.Internet in education--Bangladesh.Thesis