The Inclusion of ICT Tools in Education: What works, what doesn’t and why do they work?

A Visualization of how usage of ICT Tools by school headmasters is influenced by the attitude towards inclusion and their access to technology. Each bubble represents the “scores” obtained by a school headmaster in terms of his/her access to ICT tools and training, his “Attitude” (i.e. opinion and confidence) towards using ICT tools inside and outside classrooms, and the level (i.e. frequency and intensity) of usage of ICT tools in teaching learning and administrative purposes. The size of the bubbles represent the comparative usage score of the headmasters. The bigger the bubble, the more their usage.

  • We aim to analyze the current state of ICT Inclusion in the schools of Bangladesh.
  • Using the responses to a survey conducted on 33 Headmasters, 46 school teachers, 56 students and 32 ICT Coordinators from around 30 schools in Bangladesh, we aim to identify the obstacles that hinder the widespread use of ICT tools in teaching learning and school management purposes.
  • Based on the survey responses, and data about the schools from various external sources, we cluster the surveyed schools based on various parameters including the academic performance of the school’s students in public examinations, teacher-student ratio, availability of ICT tools and resources in the school, duration of usage of those tools in teaching-learning,
    the level of urbanization of the community surrounding the school, average family income of the community, etc.
  • Based on their responses, we assign a score to the level of access, attitude and usage of ICT facilities for each headmaster, teacher and student who responded.
  • As part of our ongoing research, we are working on devising strategies to make sense of the available data, and find out which underlying factors influence the usage of ICT tools in education in the schools of Bangladesh.