Transforming teaching practices: Enhancing ICT-pedagogy integration through curriculum innovations in teacher education of Bangladesh
Keywords:ICT and pedagogy integration, teacher education, teacher professional development
The use of ICT in teaching and learning processes at all levels was highlighted in Bangladesh's educational policy. According to studies, there are not enough secondary-level instructors in Bangladesh who are proficient in using digital technologies for instruction. The purpose of this research was to explore options for updating the teacher education curriculum by filling up any gaps found in the development of ICT-Pedagogy integration abilities. In this study, the TPACK framework was utilized to pinpoint curriculum gaps, and a mixed-method approach was used to achieve the study's goals. The curriculum was first examined to find any deficiencies, and then key informant interviews looked at potential updates to the curriculum that might fill those gaps. The study discovered a lack of proper teaching-learning methods and assessment, as well as clear objectives and topics on ICT and pedagogy integration. The study promoted a few approaches for teacher skill upgrades to improve their ability to teach with ICT.
Aspire to Innovate. (2019). Futures of education in Bangladesh: Envisioning 2041. a2i--Innovate for All, The People’s Republic of Bangladesh. https://a2i.gov.bd/wp-content/uploads/2022/08/Future-Education-Magazine-a2i-1.pdf
Bangladesh Bureau of Educational Information and Statistics. (2018). Pocketbook on Bangladesh Education Statistics 2017. Ministry of Education. https://lib.banbeis.gov.bd/BANBEIS_PDF/Pocket%20Book%20on%20Bangladesh%20Education%20Statistics%202017.pdf
Bangladesh Open University. (2017). School of education. Bangladesh Open University. https://www.bou.ac.bd/index.php/schools/soe
Bangladesh Sangbad Sangstha. (2017). All government primary schools to get multimedia classrooms. Dhaka Tribune. https://www.dhakatribune.com/bangladesh/education/128989/all-government-primary-schools-to-get-multimedia
Campaign for Popular Education. (2019). Secondary school teachers in Bangladesh. Rasheda K Choudhury. https://campebd.org/page/Generic/0/6/18
Creswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (pp. 209–240). Sage.
Cruzado, C. S., Campión, R. S., & Compaña, M. T. S. (2021). Teacher digital literacy: The indisputable challenge after COVID-19. Sustainability, 13(4), 1858. https://doi.org/10.3390/su13041858
Greenhill, V. (2010). 21st Century Knowledge and Skills in Educator Preparation. American Association of Colleges of Teacher Education and the Partnership for 21st Century Skills (P21) (519336). http://files.eric.ed.gov/fulltext/ED519336.pdf
Iluobe, I. O. I. (2013). ICT-Pedagogy integration in teacher training and professional development. The International Journal of Technologies in Learning, 19(3), 13–24. https://doi.org/10.18848/2327-0144/cgp/v19i03/49094
Ropum, S. M. K., Islam, M. M., & Rahman, M. L. (2023). Implementation Status of the master plan for ICT in education for secondary teachers’ professional development. NAEM Journal. 16(01), 63–77
Kliebard, H. M. (1995). The Tyler rationale revisited. Journal of Curriculum Studies, 27(1), 81–88. https://doi.org/10.1080/0022027950270107
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Koehler, M. J., & Mishra, P. (2009). what is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The Technological Pedagogical Content Knowledge Framework. In Handbook of Research on Educational Communications and Technology (pp. 101–111). Springer New York. https://doi.org/10.1007/978-1-4614-3185-5_9
Leach, J., & Moon, B. (2000). Pedagogy, information and communications technology and teachers’ professional knowledge. Curriculum Journal, 11(3), 385–404. https://doi.org/10.1080/09585170050200585
Mishra, P. (2009). The TPACK framework and its knowledge components. [Image]. https://www.researchgate.net/publication/241616400_What_Is_Technological_Pedagogical_Content_Knowledge/figures?lo=1
Ministry of Education. (2010). Ministry of Education. https://moedu.gov.bd/site/page/318a22d2-b400-48a7-8222-303ab11cc205/National-Education-Policy-2010-
National University. (2017). Curriculum for Bachelor of Education (B.Ed) (page 5). National University. https://www.nu.ac.bd/uploads/2018/01/1BEd-One-Year-Syllabus-2017_pub_date_01012017.pdf
Rahmayanti, P., Padmadewi, N. N., & Artini, L. P. (2020). Teachers’ readiness in inserting the 21st century skills for teaching english at primary schools. International Journal of Language and Literature, 4(2), 95–105. https://doi.org/10.23887/ijll.v4i2.30294
Siegle, D. (2015). Likert scales. Educational research basics by del siegle. https://researchbasics.education.uconn.edu/likert_scales/
Tondeur, J., Roblin, N. P., van Braak, J., Fisser, P., & Voogt, J. (2013). Technological pedagogical content knowledge in teacher education: in search of a new curriculum. Educational Studies, 39(2), 239–243. https://doi.org/10.1080/03055698.2012.713548
Tyler, R. W. (1969). Basic Principles of Curriculum and Instruction. University of Chicago Press. https://doi.org/10.7208/chicago/9780226820323.001.0001
United Nations Educational, Scientific and Cultural Organization. (2021). Sustainable Development Goal 4 and its targets. UNESCO. https://en.unesco.org/education2030-sdg4/targets
Voogt, J., & McKenney, S. (2017). TPACK in teacher education: are we preparing teachers to use technology for early literacy? Technology, Pedagogy and Education, 26(1), 69–83. https://doi.org/10.1080/1475939X.2016.1174730
Williams, D., Coles, L., Wilson, K., Richardson, A., & Tuson, J. (2000). Teachers and ICT: current use and future needs. British Journal of Educational Technology, 31(4), 307–320. https://doi.org/10.1111/1467-8535.00164
Copyright (c) 2023 Muhammad Monirul Islam, Mahbuba Rahman, Md. Fajlay Rabbi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.