Abstract:
Within a very few years, Information and Communication Technology (ICT) has
turned out to be an effective educational technology which promotes some
dramatic changes in teaching and learning processes. Technologies allow students
to work more productively than in the past, but the teacher’s role in technologyrich classrooms is more demanding than ever (Keengwe, Onchwari et al. 2008).
ICT has the potential to transform the nature of education (improving teachers’
design work, enhancing the roles of students and teachers in the learning process
and helping to create a collaborative learning environment, etc). Although ICT has
the potential to improve the educational system to a great extent, developing
countries are far from reaping these benefits because of certain barriers. The aim
of this paper is to present a comprehensive review of international articles
relating to barriers encountered when introducing ICT into classrooms.
This review will help identify the factors that influence teachers’ decisions
whether or not to implement ICT in teaching-learning situations.
Connections will be made with existing literature to explore possible
barriers for introducing ICT into education in Bangladesh. Further, this
paper also offers a number of recommendations to reduce these barriers and
maximize the beneficial use of ICT on education.
