TLC Lab member Rasel Babu, a doctoral candidate, presented his paper, “EdTech Integration in Bangladeshi Secondary Classrooms: Teachers Matter,” at the 54th Annual Conference of the Canadian Society for the Study of Education (CSSE), held at the University of Winnipeg from May 30 to June 3, 2026. He shared preliminary quantitative findings from his broader mixed-methods study on educational technology integration in Bangladeshi secondary schools.
Abstract
Educational technologies (EdTech) have been used in Bangladeshi secondary classrooms since 2004. Research shows that teachers’ EdTech integration has not improved over time, which impacts the learning outcomes. This research explored teachers’ access to and use of EdTech in classrooms; perception of factors that impact their EdTech integration; and their self-reported stage of technology adoption. A survey was conducted with 200 Bangladeshi secondary teachers. Teachers’ perception of EdTech was measured using 5-point scales adopted from valid and reliable EdTech integration measures. Christensen’s (1997) technology adoption scale was used to explore teachers’ perceived stage of EdTech adoption. Findings indicate that there is a severe shortage of educational technologies in the schools. The scenario is even more miserable when it is about the advanced technologies like educational games, makerspace technology, or simulation technology. The technologies available in the schools are used to a very low extent. The findings suggest that teachers who participate in more training sessions with a longer session duration and enjoy less teaching and non-academic workload are more likely to use technology in the classroom. Also, teachers with high self-efficacy, access to technology and a more positive attitude towards using technology reported a higher level of technology adoption.
Educational technologies (EdTech) have been used in Bangladeshi secondary classrooms since 2004. Research shows that teachers’ EdTech integration has not improved over time, which impacts the learning outcomes. This research explored teachers’ access to and use of EdTech in classrooms; perception of factors that impact their EdTech integration; and their self-reported stage of technology adoption. A survey was conducted with 200 Bangladeshi secondary teachers. Teachers’ perception of EdTech was measured using 5-point scales adopted from valid and reliable EdTech integration measures. Christensen’s (1997) technology adoption scale was used to explore teachers’ perceived stage of EdTech adoption. Findings indicate that there is a severe shortage of educational technologies in the schools. The scenario is even more miserable when it is about the advanced technologies like educational games, makerspace technology, or simulation technology. The technologies available in the schools are used to a very low extent. The findings suggest that teachers who participate in more training sessions with a longer session duration and enjoy less teaching and non-academic workload are more likely to use technology in the classroom. Also, teachers with high self-efficacy, access to technology and a more positive attitude towards using technology reported a higher level of technology adoption.
