Challenges of Using Digital Content in Science Classrooms: Perceptions of Secondary School Teachers
DOI:
https://doi.org/10.46328/ijres.5091Keywords:
Digital content in science classrooms, Challenges of using digital content, Perceptions of teachers about digital content in science classAbstract
Utilizing technology in science classes can be crucial to actively implementing the secondary school curriculum. These days, a substantial 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 transformed 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. Survey research design was followed to conduct the study. To collect data for this research, a total of 180 science teachers of secondary school were selected as a sample. Data was gathered through survey questionnaires. The quantitative data that were gathered through questionnaire were subjected to analysis using SPSS and MS Excel. 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. 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. Nevertheless, 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.
References
Abdullahi, H. (2014). The role of ICT in teaching science education in schools. International Letters of Social and Humanistic Sciences, 19, 217–223.
Almusalam, S. M. (2001). Factors related to the use of computer technologies for professional tasks by business and administration teachers at Saudi technical colleges. (Doctoral Dissertation, the Ohio State University, 2001).
Al-Rsa’i, M. S. (2013). Promoting scientific literacy by using ICT in science teaching. International Education Studies, 6(9), 175–186.
Althubyani, A. R. (2024). Digital Competence of Teachers and the Factors Affecting Their Competence Level: A Nationwide Mixed-Methods Study. Sustainability, 16(7), 2796. https://doi.org/10.3390/su16072796
Bo, W. V., Fulmer, G. W., Lee, C. K.-E., & Chen, V. D.-T. (2018). How Do Secondary Science Teachers Perceive the Use of Interactive Simulations? The Affordance in Singapore Context. Journal of Science Education and Technology, 27(6), 550–565. https://doi.org/10.1007/S10956-018-9744-2
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Byeon, J. H. (2024). Teachers’ Perceptions of the Usage of Digital Contents on Intelligent Science Lab Platform for Science Class. Brain, Digital, & Learning, 14(4), 613–631.
Byeon, J. H. (2024). Teachers’ Perceptions of the Usage of Digital Contents on Intelligent Science Lab Platform for Science Class. Brain, Digital, & Learning, 14(4), 613–631.
Chauhan, D. (2024). Secondary School Teachers Perception of Using ICT in the Classroom. 03(09), 594–599. https://doi.org/10.70333/ijeks-03-09-016
Chowdhury, M. D., Al-Mahmood, A., Bashar, M. A., & Ahmed, J. U. (2011). Localization of Digital Content for Use in Secondary Schools of Bangladesh. Online Submission.
Deutscher, R. (2009). Challenges Using Multimedia Integrated within a Science Curriculum Using a Classroom-Centered Design Approach. Retrieved from, https://www.deltaeducation.com/resources/blog/sep-2009/challenges-using-multimedia
Dinçer, S. (2024). Bridging the gap in technology integration in education: An examination of science teachers’ competencies and needs. Journal of Turkish Science Education, 21(4), 620–634. https://doi.org/10.36681/tused.2024.033
Dwyer, D. C., Ringstaff, C., & Sandholtz, J. H. (1991). Changes in teachers’ beliefs and practices in technology rich classrooms. Educational Technology, 48(8), 45-52.
Gezer, M., & Durdu, L. (2024). An investigation of technology-rich lesson plans: Science teachers’ views on technology integration. Participatory Educational Research, 12(1), 264–286. https://doi.org/10.17275/per.25.14.12.1
Ghavifekr, S., Kunjappan, T., Ramasamy, L., & Anthony, A. (2016). Teaching and Learning with ICT Tools: Issues and Challenges from Teachers’ Perceptions. Malaysian Online Journal of Educational Technology, 4(2), 38–57. https://files.eric.ed.gov/fulltext/EJ1096028.pdf
Gulbahar, Y. (2007). Technology planning: A roadmap to successful technology integration in schools. Computers & Education, 49(4), 943-956.
Gupta, M. M. (2015). Attitude of Prospective Teachers towards the Use of Information and Communication Technology (ICT) in Teacher Education. International Journal of Scientific Research Engineering & Technology (IJSRET), 117-121.
Hutchinson, A. (2012). Literacy teachers’ perceptions of professional development that increases integration of technology into literacy instruction. Technology, Pedagogy and Education, 21(1), 37–56.
Joebagio, H., & Akhyar, M. (2018). Teachers’ perception on digital teaching material development in social science education. Journal of Turkish Science Education, 15(Special), 13-21.
Kay, R. (2011). Examining the Effectiveness of Web-Based Learning Tools in Middle and Secondary School Science Classrooms. Interdisciplinary Journal of E-Learning and Learning Objects, 7(1), 359–374. https://doi.org/10.28945/1534
Khan, S. H. (2014). A model for integrating ICT into teacher training programs in Bangladesh based on TPCK. International Journal of Education and Development Using Information and Communication Technology, 10(3), 21-32.
Kim, C., M., Kim, M. K., Lee, C., Spector, M., Meester, K. D. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education,76–85.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
Lim, C. P., & Tay, L. Y. (2003). Information and communication technologies (ICT) in an elementary school: Students’ engagement in higher order thinking. Journal of Educational Multimedia and Hypermedia, 12(4), 425–451.
Mohammadi, F., Abrizah, A., Nazari, M., & Attaran, M. (2015). What motivates high school teachers to use web-based learning resources for classroom instruction? An exploratory case study in an Iranian smart school. Computers in Human Behavior, 373–381.
Mumtaz, S. (2000). Factors affecting teachers' use of information and communications technology: a review of the literature. Journal of information technology for teacher education, 9(3), 319-342.
Ngaya, N. M., Omae, H., & Thuranira, M. (2024). Evaluation of Teacher Training in Integration of ICT in Teaching Public Secondary Schools in Tigania West, Meru County, Kenya. International Journal of Research and Innovation in Social Science, VIII(IX), 379–386. https://doi.org/10.47772/ijriss.2024.809032
Obaydullah, A. K. M., & Rahim, M. A. (2019). Use of ICT for Primary science Teaching and Learning at the Primary Schools in Bangladesh. International Journal of Advance Research and Innovative Ideas in Education (IJARIIE), 5(1), 642-651.
Paje, Y. M., Rogayan, D. V., & Dantic, M. J. P. (2021). Teachers’ Utilization of Computer-Based Technology in Science Instruction. 5(3), 427–446. https://doi.org/10.46328/IJTES.261
Ramos, D. C., & Taghap, R. S. (2023). A Case Study of Secondary Science Teachers in Utilizing Online Tools in Blended Modality. International Journal of Multidisciplinary. https://doi.org/10.11594/ijmaber.04.11.28
Salehi, H., & Salehi, Z. (2012). Challenges for Using ICT in Education: Teachers' Insights. International Journal of e-Education, e-Business, e-Management and e-Learning, 2(1), 40-43.
Sang, G., Valcke, M., Van Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103-112.
Sarowardy, M. H., & Halder, D. P. (2019). The issues and challenges of using multimedia at a district level, specialized girls’ college in Bangladesh. Creative Education, 10(07), 1507.
Sayed, M. A., Zaber, M., Ali, A., & Mosharaf, P. (2017). Enumerating the obstacles of accelerating the use of digital classroom: Lessons from Bangladesh. SSRN Electronic Journal. 10.2139/ssrn.3044273.
Tabata, L., & Johnsrud, L. (2008). The Impact of Faculty Attitudes Towards Technology, Distance Education and Innovation. Research in Higher Education, 49(7), 625-646.
Tezci, E. (2011). Factors that influence pre-service teachers’ ICT usage in education. European Journal of Teacher Education, 34(4), 483-499.
Torres, J. A. (2017). Advantages, Challenges Encountered and Attitude of Teachers in Utilizing Multimedia in the Classroom. Journal of Social Sciences, 6, 348-356.
Walan, S. (2020). Embracing digital technology in science classrooms—secondary school teachers’ enacted teaching and reflections on practice. Journal of Science Education and Technology, 29(3), 431-441.
Walan, S. (2020). Embracing Digital Technology in Science Classrooms--Secondary School Teachers’ Enacted Teaching and Reflections on Practice. Journal of Science Education and Technology, 29(3), 431–441. https://doi.org/10.1007/S10956-020-09828-6
Williams, D., Coles, L., Wilson, K., Richardson, A., & Tuson, J. (2000). Teachers and ICT: Current use and future needs. British Journal of Educational Technology, 31(4), 307-320.
Winter, J., Winterbottom, M., & Wilson, E. (2010). Developing a user guide to integrating new technologies in science teaching and learning: teachers’ and pupils’ perceptions of their affordances. Technology, Pedagogy and Education, 19(2), 261–267. https://doi.org/10.1080/1475939X.2010.491237
Wohlfart, O., & Wagner, I. (2023). Digital tools in secondary chemistry education – added value or modern gimmicks? Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1197296
Xu, X. (2017). Study on Effective Using of Multimedia Teaching System and Enhancing Teaching Effect. International Journal of Emerging Technologies in Learning, 12, 187-195.
Zhang, J. (2024). A Study of the Impact of Digital Media on Adolescents ‘Learning Outcomes and its Contribution to Teachers’ Teaching Effectiveness. Arts, Culture and Language, 1(10). https://doi.org/10.61173/0x8nzr57
Zhu, C. (2010). Teacher roles and adoption of educational technology in the Chinese context. Journal for Educational Research Online, II (2), 72-86.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 International Journal of Research in Education and Science
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Articles may be used for research, teaching, and private study purposes. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material.
The author(s) of a manuscript agree that if the manuscript is accepted for publication in the International Journal of Research in Education and Science (IJRES), the published article will be copyrighted using a Creative Commons “Attribution 4.0 International” license. This license allows others to freely copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions.
Authors are responsible for obtaining written permission to include any images or artwork for which they do not hold copyright in their articles, or to adapt any such images or artwork for inclusion in their articles. The copyright holder must be made explicitly aware that the image(s) or artwork will be made freely available online as part of the article under a Creative Commons “Attribution 4.0 International” license.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
