ICTs play a dynamic role in technical education during delivery of learning materials as learners can access knowledge and improve their skills from anywhere and anytime. The aim of the study is to identify the effectiveness of using ICTs to promote teaching and learning. Survey research design was adopted by the researchers for the study where the teachers of government polytechnic institutes of Bangladesh were considered as population. There have 45 government polytechnic institutes in Bangladesh and the size of the population is almost 1,500. Clustered sampling was used to select polytechnic institutes out of six administrative divisions. In Bangladesh, ICTs implication in technical education is very few. Thus, for the convenience of the study, a purposive random sampling was used for obtaining a sample of 120. A structured questionnaire is used for collecting data. The questionnaire was validated with experts’ opinions. The data were tabulated in the form of frequency distribution, percentage and weighted average. Collected data were analysed by the method of inferential statistic and quantitative analysis exposed in a tabular and graphical forms. The research revealed that integration of ICTs in teaching and learning process will make teaching and learning very easy, interesting, and time saving than that of traditional way of teaching-learning. More than 60% of technical education teachers strongly agreed that ICTs are essential for enhancing the process of teaching-learning in the polytechnic institutions. This research has suggested considering the stimulating factors such as motivation and attractiveness to design ICT-based teaching-learning process in the polytechnic institute of Bangladesh.
Key words: ICT (Information and communication technology), teaching – learning (T-L), educational technology (ET), technical and vocational education (TVE) and competency standards for teachers (CST).
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