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[Information and communication technologies] 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 are 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 per cent 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.

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While the typical school of today has a fair amount of technology, it may not be used fully. Model schools suggest how things might change if all schools made better use of available technology. In particular, technology is a means to address and overcome specific challenges faced by learners; a way to help teachers design, develop, and implement learning experiences that engage learners to a greater degree and create more complex, realistic learning experiences for their learners. The objectives of this article are to: (i) identify significant trends in emerging educational technology and speculate about their impact in the future; (ii) identify the barriers that commonly inhibit the integration of technology and describe how a technology integration plan, training, and support address those barriers; (iii) identify other issues (e.g. equity, privacy, security, plagiarism, isolationism) that have been produced or enhanced because of integration of technology and describe how these issues can be effectively addressed; (iv) explain the key benefits of investing time, energy, and money for the integration of technology within the [technical and vocational education and training] TVET classroom and other learning environments; and (v) describe some horizon technologies, those that are emerging in importance, and discuss how they might impact TVET to boost the students learning. The outcomes of the article provide some innovations of educational technologies that may have great importance for TVET to enhance learning. Implementation of the ideas generated by this article will be helpful for the students, teachers, trainers and the practitioners of TVET all around.

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The objective of this study is to identify the strategies for retaining highly qualified and experienced technical teachers of technical and vocational educational (TVE) institutions in Katsina State of Nigeria. Two research questions were formulated to guide the study. A 26 items survey questionnaire was developed and used to elicit responses from technical education administrators, technical education principals/vice principals and technical teachers in TVE institutions who constituted the sample. The population for the study comprised 20 technical education administrators, 24 principals/vice principals and 126 technical teachers in TVE institutions in Katsina State. The findings revealed that some of the strategies for retaining highly qualified, experienced technical teachers of TVE institutions in Katsina State are as follows: post highly qualified teachers as principals and vice principals of TVE institutions; only experienced technical teachers should be appointed as technical education administrators in the Ministry; provide accommodation to qualified technical teachers within the college compound; provide qualified technical teachers special allowance; provide vehicle loans to highly qualified technical teachers; technical teachers should earn the same as their counterpart with the same qualifications in industry; provide working tools; enlighten the society on the importance of technical teachers; improve working conditions and important fringe benefits; provide workshops and adequate equipment in all TVEs; increase prospects for promotion and salary increase; and give technical teachers high social status.

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