Challenges of Using Digital Content in Secondary Science Classrooms in Bangladesh

Abstract

Utilizing technology in science classes can be crucial to actively implementing the secondary school curriculum. These days, a sizable portion of Bangladesh's secondary science education is conducted through the use of digital content combined with technology and the internet. Students' attitudes, motivations, and participation in science classes in secondary schools are significantly altered by the use of digital content. The purpose of this study was to determine what difficulties arise when using digital content in secondary science classrooms. Mixed method research designed was followed to conduct the study. To collect data for this research, a total of 180 science teachers of secondary school and 10 teachers were selected as a sample. Quantitative data was gathered through questionnaires, while qualitative data was gathered through focus groups, interviews, and classroom observations. The quantitative data that were gathered were subjected to analysis using SPSS and MS Excel. Thematic analysis was employed to examine the qualitative data. The results of the study showed that secondary school science teachers employ digital content and technologies in their science instruction, but that their use is still subpar due to a lack of infrastructure and stakeholder perception. One goal of the new education policy is for science teachers to make their classes more interactive and student-centered, which is made possible by digital content. However, most schools still do not use a lot of technology in their science classrooms. Due to time constraints, a lack of experience integrating technology into their teaching, stringent policies from the school administration, issues with electricity, and other factors, the majority of teachers are not interested in utilizing technology in the classroom. Teachers and other stakeholders in the secondary education sector are aware of the advantages of incorporating digital content, but they are encountering a number of obstacles during the implementation phase. More time is required to get past these challenges and influence teachers' and students' behavior in order to successfully integrate digital content into science classrooms in Bangladesh's secondary education system. Some recommendations are made in light of the findings. Specifically, it is suggested that the school district provide training to secondary science teachers on the use of ICT-based resources. This will help the teachers create digital content that is compatible with ICT equipment. As a result, the learning environment in the classroom can be improved for the benefit of the students by giving the teachers the tools they need to use a practical ICT approach.