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Learning through hands-on activities is very effective and influential for both feeling and emotion of students. The purpose of the study is to identify teachers’ perceptions about use and challenges regarding hands-on activities. A qualitative approach has been followed to find answers to the research questions. Data have been collected through convenient sampling from two schools of Narayanganj. One open-ended questionnaires and semi-structured interviews with teachers’ were used in the data collection process. This study finds that teachers’ less awareness about conducting hands-on activities in the science classes. Class loads, development of teaching materials, exam-based evaluation system, lack and unavailability of teaching aids are some major challenges. Findings of this study have several implications for teachers’ professional development and teachers’ training program. Suggestions are made that a supportive collegial and administrative medium allow teachers to change their own personal constructs about teaching learning. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0770/a.php" alt="Hit counter" /></p>

Technology-dependency is increasing rapidly. People seek ways to apply technology to simplify complex tasks. Technology is the greatest platform for students to get ready for the world and become successful tech-oriented citizen. Knowledge acquisition needs to follow the current technological trends. Technology-dependency of our country increasing rapidly, students must learn to be tech-orianted. Integrating technology in education helps students to stay engaged. The purpose of the study is to identify the scenario of current trends, awareness and effective use of ICT and digital contents in science classroom of undergraduate students in Bangladesh. This study is focused on two central phenomena naming, 'skills, capabilities and practices' of teachers for appropriate and affordable digital content and ICT based learning' and 'use of digital contents to support collaboration, innovation and effectiveness'. The findings of the study represent that the concept of ICT based learning is not clear for both teachers and students so that classroom practice is not effective. Professional learning opportunities about ICT should be developed to meet the needs of teachers at various stages of knowledge, skills, understanding and practice.