Teacher Efficacy on the Use of ICT in Secondary School of Bangladesh: A Study of Cumilla District

Abstract

Teacher Efficacy on the Use of ICT in Secondary School of Bangladesh: A Study of Cumilla District 1. Introduction Every orb of life has been changed with progression of technological improvement in teaching and learning sector from the very beginning of the 21st century. For developed nation use of Information and Communication Technology (ICT) has become an inseparable part in the process of teaching and learning. It can drive teaching towards an active, selfdirected and constructive way (Volman& Van Eck, 2001; De Corte et al., 2003). ICT can play a vital role not only in urban areas but also in remote areas. Bangladesh is an agricultural country and most of the people in the country live in villages. So, any development will be incomplete without the development of the education sector. By adopting ICT, we can offer high-quality education. Ehrmann (1994) identified four distinct faces of quality education, which can be supported by ICT: learning by doing, real-time conversation, delayed time conversation and directed instruction. Hawkridge et al (1990) suggested that the use of ICT could improve performance, teaching, and administration, have a positive impact on education as a whole and develop relevant skills in the disadvantaged communities-helping in liberation and transformation. Information and Communication Technology has brought a robust change in society. It has connected the whole world and has influenced the economic and social sectors. ICT has produced a glittering change in both teaching and learning. Bangladesh, like many other countries, is investing heavily (estimated BDT 17,959 corer annually) in the education system considering as one of the core strategies to alleviate poverty and facilitate development including to raise the ICT skills of Bangladeshis and move towards the information society. UNESCO (2007) describes ICT as a tool of education that can complement, enrich and transform education for the better. ICT can provide access to all kinds of global resources and can facilitate secure collaboration in modern world education. Different teaching and learning materials can be shared with the teachers and students. Facilitators can discuss their ideas about innovative classroom practices and their research works related to this (Parvin, 2013). According to policymakers worldwide, ICT in schools should lead to significant educational and pedagogical outcomes, beneficial for both students and teachers (Jimoyiannis&Komis, 2007). Nowadays, the actual impact of the integration of ICT into everyday classroom practices constitutes an essential question. A significant amount of research has shown that the use of ICT in education can increase students' motivation and deepen understanding, promote active, collaborative and lifelong learning, offer shared working resources and better access to information, and help them to think and communicate creatively (Jonassen, 2000; Webb, 2005). In other words, ICT appears to be changing the very nature of teaching and learning. With emerging technologies, the t...