Hossain, MokarramAfrin, Touhida2025-06-252025-06-2520252025-03ID 19357083http://hdl.handle.net/10361/26316Cataloged from PDF version of thesis.Includes bibliographical references (pages 106-113).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 integration of technology as a pedagogical tool among government primary school teachers in Bangladesh using the Technological Pedagogical Content Knowledge (TPACK) framework. It explores teachers’ knowledge, practices, and challenges in adopting digital tools for classroom instruction. A qualitative approach was used, including semi-structured interviews and classroom observations with teachers from Dhaka and Chattogram. Findings reveal that while teachers recognize the benefits of technology for student engagement, they face barriers such as inadequate training, limited resources, and lack of institutional support. Additionally, a digital divide exists between urban and rural schools, affecting equitable access to technology. This study contributes to discussions on educational technology in Bangladesh, highlighting the need for policy reforms, improved professional development, and enhanced infrastructure to support effective technology integration in primary education114 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.Educational technologyICT integrationTeacher trainingGovernment primary schoolQualitative researchTechnology integration in education.Elementary education--Bangladesh.Qualitative research.Thesis