Innovation in Language Learning

The study aimed to determining potentials and challenges of using Information and Communication Technologies (ICTs) as perceived by the secondary school teachers. The population size was 525, while the sample included 210 randomly selected ICT trained teachers of the secondary schools of the study area. The study was conducted in a number of selected schools of Fulbaria and Sadar upazilas of Mymensingh district of Bangladesh. Potentials of using ICT were understood four aspects, namely teaching-learning process, student’s development, teachers’ development and administration management. A total of 27 statements of potentials under these four aspects were selected for the variable. On the other hand, 23 statements were used to understand three aspects of challenges, namely national level challenges, institutional challenges, and personal-psychological challenges. Twelve characteristics of the school teachers were considered to explore relationship with and influence to their perceived potentials and challenges of using ICTs in schools. Appropriate scales were developed and used in order to measure the concerned variables. Validity and reliability of necessary variables were tested. A structured and pre-tested interview schedule was used in the process of data collection during 15 May, 2017 to 22 August, 2017. Correlation test was used to ascertain the relationships between the concerned variables and multiple regression analysis was used to determine the influence of the teachers’ selected characteristics on the extent of perceived potentials and challenges of using the technology in schools. A large proportion (66.67 percent) of the teacher’s perceived medium potential of using ICTs in schools, while 30.95 per cent had high potential. On the other hand, an overwhelming majority (90.95 percent) of the teachers perceived as high challenges of using the technology, while only 9.05 per cent had perceived medium challenges. keeping official student’s enrolment records, sending reports to higher authority, communication between learners, teachers and the outside world, easier to analysis educational progress, promotes students’ personal satisfaction based on their needs, makes subject matter vivid and dynamic etc. were the most important influencing factors of teachers’ perceived potentials of using the technology. On the other hand, family annual income, knowledge on ICT, other training attended, use of ICT, attitude towards ICT use, availability of ICT facilities and access to ICT in school were the most important influencing factors of teachers’ perceived challenges of using the technology. The present study also found that teachers’ perceived potentials were mostly in administration management and students’ development and challenges were lack of ICT expert and skilled teacher, lack of internet speed, lack of ICT knowledge among the teachers, lack of  budget availability for ICT education, lack of teachers’ attitude towards ICT use, lack of monitoring by higher authority etc. Attention and necessary fund should be given to the school or school teachers so that they can overcome their challenges due to the financial inability. The Ministry of Education and the Education Boards should pay appropriate attention to these issues.

Keywords: Potentials & Challenges, ICTs, School Teachers.

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