Technology-based learning materials have been used to teach literacy and numeracy in secondary classrooms in Bangladesh since 2004. However, teachers face numerous challenges using technology, e.g., inadequate equipment, inadequate training, and difficulty engaging learners with digital tools (Nath et al., 2018; Nath et al., 2019; Power et al., 2017). This led most secondary-level teachers to avoid technology and perceive it as a barrier to covering all required course content (Power et al., 2017; Rahman et al., 2011). Thus, there is a need to understand teachers’ readiness for using technology in classrooms. More particularly, this project aims to answer three research questions.
- How do the teachers perceive their level of technology integration in the classroom teaching-learning process?
- Which teacher’s contradictions affect teachers’ technology integration?
- Which school’s contradictions affect teachers’ technology integration?
Survey and interview methods will be used to collect data from the teachers, school principals, and administrators. The activity theory framework will be used to analyze and interpret the data. This study will contribute to a) understanding of the practical side of adopting EdTech; b) developing policies to enhance the use of technology in classrooms; c) informing national training programs that aim to improve teachers' mental, pedagogical, and personal technology readiness; and d) the theorization of teachers’ EdTech readiness.
