Khan, Mohammad SafayetJabin, Rafia2024-10-072024-10-07©20242024-05ID 22355003http://hdl.handle.net/10361/24314Cataloged from PDF version of thesis.Includes bibliographical references (pages 46-61).This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Science in Early Childhood Development, 2024.This study investigates teacher educators’ perception of Information and Communication Technology (ICT) in teaching 3-6 years young children in Bangladesh, against the backdrop of the government’s National ICT policy of 2022. The policies emphasize the integration of ICT across pre-primary sectors. Including teacher training. Ten educators from two different pre-primary schools were selected for IDI and FGD. During their interview they revealed that the view ICT as more than just a teaching tool, recognizing its potentials to enhance education quality and facilitate professional learning. However, they also acknowledge that simply providing ICT tool is insufficient for ensuring quality education; teachers need technological knowledge, pedagogical strategies for ICT integration and cross-curriculum experiences. Therefore, ICT courses in teacher education should go beyond operational skills to include social communication, knowledge construction and dissemination. Successful ICT integration requires a supportive professional culture and administrative support. Overall, the study underscores the importance of comprehensive ICT training for teachers and the need for a holistic approach to ICT integration in Bangladeshi education.72 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.Teachers' perceptionsTeacher education programmesNational educational policyProfessional learningEducational administrationTeachers--In-service training.School management and organization--Bangladesh.Early childhood education.Thesis