Beginning Change: Incorporating Information Communication Technologies into Secondary-level Biology Education in Bangladesh

International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue IV, April 2019 | ISSN 2454–6186

Beginning Change: Incorporating Information Communication Technologies into Secondary-level Biology Education in Bangladesh

Khayrunnahar Shirin¹, Patricia A Kerslake^2
1Government Titumir College, Dhaka, Bangladesh
²CQ University, Melbourne, Australia

Abstract:- Using a self-study methodology as a basis of investigation, this paper explores theincorporation ofinformation communication technology (ICT) into secondary-level Biologyeducation in Bangladesh.Given that the traditional secondary-level learning environment in Bangladesh isoften unequipped for preparing students to function beyond its own society, the encroachment of globalism renders pedagogical progress (in the form of incorporated ICT) both vital and inevitable. Using ICT in a learning environment is commonplace in developed nations, yet developing countries, such as Bangladesh, are still considering whetherICT is even an appropriate application, yet there is scant understandingor substantive research upon which to base future policy change. This paper examines the role that ICTmay play in supporting face-to-face teaching and learning in thesecondary-level Biology classroom, at the same time as improving knowledge-retention, and dealing with special-needs students. This paper also discusses possible ICT education needs in Bangladesh and suggests futurepolicy direction.The result of this research is an important tool for educators, students, politicians, development practitioners, researchers, and many other freelance knowledge educators.

Key words: – Information Communication Technology, ICT, Secondary Education, Self-study, Biology, Bangladesh

I. INTRODUCTION

Using ICT in class learning is a global movement (Bagui, 1998; Bell and Bell, 2003; Clarke, 2007; Bringimals, 2009). The developed countries as well as numerous developing countries are adopting appropriate policies in order to incorporate ICT in secondary-level education. In Western schools, the use of computers began in the early 1980s, and various academics argue that ICT will be a significant tool for the delivery of education into the 21st-century (Bringimals, 2009). Agreat deal of rigorous research has been undertaken in this area, Lefebvre et al. (2006) state that modern technology is offering an enormous enhancement of teaching and learning. These new technologies have immense possibilities in the support of teaching and learning across the curriculum.

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