Technology Adoption in Primary Schools: Perspectives from Rural Bangladesh
Keywords:
adoption of technology; technology; primary education; challenges; infrastructure; teachers’ teaching practiceAbstract
The digitalization of education from the early stages has been recognized by educationalists from across the world. Bangladesh, with the vision of digitalization in every sector, has been showing improvements in incorporating technology into education. However, the primary school level has not been able to keep pace with the implementation of basic technology, for example, computers, projectors, sound systems, etc., as much as the higher levels of education. Rural schools are being deprived of the facilities that created an invisible disparity between the urban and rural schools. This research aimed to investigate the factors that restrict technology adoption in rural schools, followed by suggested sustainable solutions for optimal results from teachers’ and administrators’ perspectives in the Bangladeshi context. This study followed a qualitative approach with eight different rural schools, involving fourteen individual interviews and one focus group discussion to gather data on the dynamics in participants’ experiences, perceptions, and suggestions. Strategic sampling was used to ensure reliability. Among the fourteen participants, five were school administrators and nine were teachers. The focus group involved three teachers to take part in a discussion. Data were analyzed thematically. The findings show that technology adoption will benefit the educational environment with teachers’ hands-on training, availability of technological equipment, funding from the government, and eliminating socio-economic barriers to provide an equal and harmonized educational environment for both urban and rural primary schools. The study recommends proper teacher training, sufficient funding for the required equipment, a distributed supply of technological support, and the recognition of other socio-economic problems and their solutions.
https://doi.org/10.26803/ijlter.24.12.40
References
Abareta, J. O., & Prudente, M. S. (2025). Digital technology tools (DTT) in science teaching: Teachers’ perceptions of usage and effectiveness. International Journal of Learning, Teaching and Educational Research, 24(1), 443–463. https://doi.org/10.26803/ijlter.24.1.22
Afrin, T. (2025). Exploring the integration of technology as a pedagogical tool among government primary school teachers in Bangladesh [Doctoral dissertation]. BRAC University, Gulshan, Bangladesh.
Aidarbekova, K. A., Abildina, S. K., Odintsova, S. A., Mukhametzhanova, A. O., & Toibazarova, N. A. (2021). Preparing future teachers to use digital educational resources in primary school. World Journal on Educational Technology: Current Issues, 13(2), 188–200. https://doi.org/10.18844/wjet.v13i2.5653
Akram, H., Abdelrady, A. H., Al-Adwan, A. S., & Ramzan, M. (2022). Teachers’ perceptions of technology integration in teaching-learning practices: A systematic review. Frontiers in Psychology, 13, Article 920317. https://doi.org/10.3389/fpsyg.2022.920317
Akter, S. (2024). Digitalization of education in rural schools: A study of access, utilization, and impact toward digitalization in Bangladesh. American International Journal of Multidisciplinary Scientific Research, 15(1), 1–9. https://doi.org/10.46281/aijmsr.v15i1.2205
Ampo, W. M. G., Rullen, M. S. M., Deguit, E. O., Perocho, R. V., & Romero, P. J. B. (2025). From traditional school to virtual classroom: Students’ lived experiences on blended learning implementation. International Journal of Education and Emerging Practices, 1(2), 1–15. https://doi.org/10.63236/injeep.1.2.1
Bozkurt, A. (2022). A retro perspective on blended/hybrid learning: Systematic review, mapping, and visualization of the scholarly landscape. Journal of Interactive Media in Education, 2022(1), 1–15. https://doi.org/10.5334/jime.751
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
BSS News. (2023, October 4). Over 73 percent govt primary schools get ICT facility in Khulna Div. https://www.bssnews.net/news/150770
Das, T. K. (2021). Online education during COVID-19: Prospects and challenges in Bangladesh. Space and Culture, India, 9(2), 65–70. https://doi.org/10.20896/saci.v9i2.1220
Eady, M. J., & Lockyer, L. (2013). Tools for learning: Technology and teaching strategies. In P. Hudson (Ed.), Learning to teach in the primary school (pp. 71–89). Cambridge University Press.
Education Policy and Data Center. [2018]. Bangladesh national education profile 2018 update. https://www.epdc.org/sites/default/files/documents/EPDC_NEP_2018_Bangladesh.pdf
Ekeh, M. C., & Hadebe-Ndlovu, B. N. (2025). Tech-enhanced teacher training: Evaluating pre-service early childhood teachers’ experiences and perceptions. International Journal of Learning, Teaching and Educational Research, 24(4), 72–92. https://doi.org/10.26803/ijlter.24.4.4
Fälth, L., & Selenius, H. (2024). Primary school teachers’ use and perception of digital technology in early reading and writing education in inclusive settings. Disability and Rehabilitation: Assistive Technology, 19(3), 790–799. https://doi.org/10.1080/17483107.2022.2125089
Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2), 175–191. https://files.eric.ed.gov/fulltext/EJ1105224.pdf
González, M. G., & Alonso, J. M. R. (2021). ICT in primary education: Review of its importance and a proposal. South Florida Journal of Development, 2(1), 131–144. https://doi.org/10.46932/sfjdv2n1-012
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275?285. https://doi.org/10.1016/j.susoc.2022.05.004
Hakimi, M., Sediqi, M., Kohistani, A. J., & Quraishi, T. (2025). The role of digital literacy and technology adoption in facilitating social transformation in Afghanistan. Jurnal Ilmiah Dinamika Sosial, 9(2), 175–191. https://doi.org/10.38043/jids.v9i2.6809
Ho, D. T. K., & Intai, R. (2017). Effectiveness of audio-visual aids in teaching lower secondary science in a rural secondary school. Asia Pacific Journal of Educators and Education, 32, 91–106. https://doi.org/10.21315/apjee2017.32.7
ICT Division. (2016). Pr?thamika ?ik?? kon?en? in?ar?y?ka??hiv m?l?im??i?? ?iji??l bar?ane r?p?ntarakara? [Transformation of primary education content into interactive multimedia digital version]. http://digitalcontent.ictd.gov.bd/index.php/site/index
Islam, T., Hussain, M., Shimul, S. N., Rupok, R. I., & Orthy, S. R. K. (2021). Integration of technology in education for marginalised children in the urban slum of Dhaka City during the Covid-19 pandemic. EdTech Hub. https://doi.org/10.53832/edtechhub.0063
Islam, M. M., Rahman, M., & Rabbi, Md. F. (2023). Transforming teaching practices: Enhancing ICT-pedagogy integration through curriculum innovations in teacher education of Bangladesh. Journal of Research in Instructional, 3(2), 87–102. https://doi.org/10.30862/jri.v3i2.223
Jannah, M., Prasojo, L. D., & Jerusalem, M. A. (2020). Elementary school teachers’ perceptions of digital technology-based learning in the 21st century: Promoting digital technology as the proponent learning tools. Al Ibtida: Jurnal Pendidikan Guru MI, 7(1), 1–18. https://www.syekhnurjati.ac.id/jurnal/index.php/ibtida/article/view/6088
Karimi, H., & Khawaja, S. (2025). Exploring digital competence among higher education teachers: A systematic review. International Journal of Learning, Teaching and Educational Research, 24(1), 298–314. https://doi.org/10.26803/ijlter.24.1.15
Khan, M. S. H., Hasan, M., & Clement, C. K. (2012). Barriers to the introduction of ICT into education in developing countries: The example of Bangladesh. International Journal of Instruction, 5(2), 61–88. https://www.researchgate.net/publication/281278856_Barriers_to_the_Introduction_of_ICT_into_Education_in_Developing_Countries_The_Example_of_Bangladesh
Khan, W., & Rahaman, M. M. (2020). Measuring the performance of e-primary school systems in Bangladesh. International Journal of Modern Education and Computer Science, 12(1), 35–41. https://doi.org/10.5815/ijmecs.2020.01.05
Kormos, E., & Wisdom, K. (2021). Rural schools and the digital divide: Technology in the learning experience. Theory & Practice in Rural Education, 11(1), 25–39. https://doi.org/10.3776/tpre.2021.v11n1p25-39
Li, S., Zhang, C., Liu, Q., & Tong, K. (2022). E-Learning during COVID-19: perspectives and experiences of the faculty and students. BMC Medical Education, 22(1), 328. https://doi.org/10.1186/s12909-022-03383-x
Maksimovic, J., & Dimic, N. (2016). Digital technology and teachers’ competence for its application in the classroom. Istraživanja u Pedagogiji, 6(2), 59–71. https://scindeks.ceon.rs/Article.aspx?artid=2217-73371602059M
Malik, R. S. (2018). Educational challenges in 21st century and sustainable development. Journal of Sustainable Development Education and Research, 2(1), 9–20. https://doi.org/10.17509/jsder.v2i1.12266
Mathew, N. G., & Alidmat, A. O. H. (2013). A study on the usefulness of audio-visual aids in EFL classroom: Implications for effective instruction. International Journal of Higher Education, 2(2), 86–92. https://doi.org/doi:10.5430/ijhe.v2n2p86
Najdabbasi, N., & Pedaste, M. (2014). Integration of Technology into Classrooms: Role of Knowledge and Teacher Beliefs. In Communications in computer and information science (pp. 117–122).
a. https://doi.org/10.1007/978-3-319-07854-0_21
Obaydullah, A. K. M., & Rahim, M. A. (2019). Use of ICT for primary science teaching and learning at the primary schools in Bangladesh. International Journal of Advance Research and Innovative Ideas in Education (IJARIIE), 5(1), 642–651. https://www.researchgate.net/publication/331210394
Parvin, R. H., & Salam, S. F. (2015). The effectiveness of using technology in English language classrooms in government primary schools in Bangladesh. FIRE: Forum for International Research in Education, 2(1), 47–59. https://files.eric.ed.gov/fulltext/EJ1133796.pdf
Pirani, S., & Hussain, N. (2019). Technology is a tool for learning: Voices of teachers and parents of young children. Journal of Education & Social Sciences, 7(1), 55–66. https://www.researchgate.net/publication/333872849
Poth, R. D. (2023, November 16). Developing students’ digital citizenship skills. Edutopia. https://www.edutopia.org/article/teaching-digital-citizenship-skills/
Rahaman, M. M., & Akter, N. (2017). ICT used in education sector considering primary and secondary level schools in rural areas: A study of Sylhet division in Bangladesh. IOSR Journal of Business and Management, 19(4), 1–6. https://doi.org/10.9790/487X-1904020106
Rasmitadila, R., Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period. Journal of Ethnic and Cultural Studies, 7(2), 90–109. https://www.jstor.org/stable/48710085
Romke, R. A. (2013). Digital divide in primary schools of Bangladesh. ASA University Review, 7(2), 233–240. https://www.researchgate.net/publication/374168701
Shohel, M. M. C., & Kirkwood, A. (2012). Using technology for enhancing teaching and learning in Bangladesh: Challenges and consequences. Learning Media and Technology, 37(4), 414–428. https://doi.org/10.1080/17439884.2012.671177
Simuforosa, M. (2013). The impact of modern technology on the educational attainment of adolescents. International Journal of Education and Research, 1(9), 1–8. https://www.ijern.com/journal/September-2013/23.pdf
Sindakis, S., & Showkat, G. (2024). The digital revolution in India: Bridging the gap in rural technology adoption. Journal of Innovation and Entrepreneurship, 13, Article 29. https://doi.org/10.1186/s13731-024-00380-w
Sulasmi, E. (2022). Primary school teachers digital literacy: An analysis on teachers skills in using technological devices. Journal of Innovation in Educational and Cultural Research, 3(2), 140–145. https://doi.org/10.46843/jiecr.v3i2.81
Sultana, M., & Haque, M. S. (2018). The cause of low implementation of ICT in education sector considering higher education: A study on Bangladesh. Canadian Social Science, 14(12), 67–73. https://doi.org/10.3968/10804
Tahir, R., & Arif, F. (2016). Technology in primary schools: Teachers’ perspective towards the use of mobile technology in children education. In L. Chen, S. Kapoor, & R. Bhatia (Eds.), Emerging trends and advanced technologies for computational intelligence: Extended and selected results from the Science and Information Conference 2015 (pp. 103–129). Springer International Publishing.
Tauhiduzzaman, M., Hasan, M. S., & Sheikh, M. Y. (2022). The role of modern technology to improve education in Bangladesh. Global Journal of Human-Social Science, 22(11), Version 1.
https://globaljournals.org/GJHSS_Volume22/5-The-Role-of-Modern.pdf
Theodorio, A. O., Waghid, Z., & Wambua, A. (2024). Technology integration in teacher education: challenges and adaptations in the post-pandemic era. Discover Education, 3(1). https://doi.org/10.1007/s44217-024-00341-1
Utecht, J., & Keller, D. (2019). Becoming relevant again: Applying connectivism learning theory to today’s classrooms. Critical Questions in Education, 10(2), 107–119. https://files.eric.ed.gov/fulltext/EJ1219672.pdf
UNICEF. (2020). Bangladesh education fact sheets 2020: Analysis for learning and equity using Bangladesh MICS 2019. UNICEF. https://www.researchgate.net/publication/351619429
UNICEF, Grameenphone Ltd, & Telenor Asia. (2023, October 8). Grameenphone, Telenor and UNICEF partner to strengthen digital literacy and online safety for 10 million children [Press release]. https://www.unicef.org/bangladesh/en/press-releases/grameenphone-telenor-and-unicef-partner-strengthen-digital-literacy-and-online
Watson, J. H., & Rockinson-Szapkiw, A. (2021). Predicting preservice teachers’ intention to use technology-enabled learning. Computers & Education, 168, Article 104207. https://doi.org/10.1016/j.compedu.2021.104207
Whyte, S., & Schmid, E. C. (2018). Classroom technology for young learners. In The Routledge handbook of teaching English to young learners (pp. 338–355). Routledge. https://doi.org/10.4324/9781315623672-22
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Sukanto Roy, Samuel Mursalin, Nusrat Azim Mim
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).
