Uses of digital technology in the classrooms of rural colleges in Bangladesh

Shubhashish Das*

The study explored the benefits and challenges of using digital technology in the classrooms in the context of intermediate colleges in rural areas in Bangladesh. This study was conducted using a qualitative research approach. The study employed semi-structured interviews with four principals and four English teachers of the four colleges and FGDs with four groups of students of those colleges. Two of the colleges were government and two non-government located in Feni district in Bangladesh. This research tried to find out the situations of using digital technology by the teachers teaching in rural colleges in Bangladesh; the impact of using digital technologies in classroom teaching; and the teachers‟ and principals‟ views on using digital technology in colleges located in rural areas. Interviews were conducted using interview protocols and FGDs were conducted using the FGD guide. The interviews and FDGs were recorded with the participants‟ prior permission and then the data were transcribed. Then transcribed data were coded based on themes of the research questions and then the codes were categorized based on the similarity of the codes. The findings came to the surface during data transcription, coding and categorizing. The research findings included that students were benefited from the teachers‟ use of digital technology in the classroom; and there were some challenges that included lack of devices, lack of maintenance, power shortage, absence of the Internet connectivity, and so on. Keywords: digital content, digital technology, digital device, smart Bangladesh, rural colleges, ICT education, teaching-learning process 1.0 Introduction Technology is a part and parcel of our day-to-day lives. Modern societies have taken technology as a distinguishing aspect (Fraillon et al, 2014) and the capability of using technology is an essential precondition for all members to be engaged in economic, social, and cultural life (OECD, 2015). We know educational institutions play a vital role in preparing students for their future lives and in this regard, technological literacy is a vital issue for them. Digital technology denotes a wide range of technologies, tools, services, and applications using various types of hardware and software (Rice, 2003). This process involves  the use of various technology-assisted learning tools such as multimedia projectors, laptops, smartphones, smart boards, tablets, mobile phones, etc. Whenever a teacher has access to any of these devices with an internet connection and has proper content to present before the students, the class becomes more fruitful in comparison to the usual lecture-based class. That is why the Government of Bangladesh sets the strategy of making all students computer literate before they go for higher studies (MoE, 2010). Besides, the policy also emphasizes training all teachers in digital technology and ensuring the use of IT (Information Technology) to build a modern and developed Bangladesh. The Minister of Posts and Telecommunications states that the government has taken a program to spread digital education and he is determined to build up a knowledge-based digital equality society through digital transformation of education. (Jabbar, 2022). He also opines that ensuring fully digital education is now crucial for a digital Bangladesh because there is no other option to convert the entire education system into a digital one. Therefore, it was vital to find out the actual scenario of the use of digital technology in educational institutions.  

*Shubhashish Das, Lecturer, Government Iqbal Memorial College, Feni, [email protected]