The government’s initiative to provide digital devices to teachers as part of its effort to transform Bangladesh’s education system into a digital ecosystem is undoubtedly commendable. As the country works towards building a more inclusive and technology-enabled education system, investing in appropriate digital tools for teachers has become increasingly important.
However, instead of providing an individual tablet to every teacher, supplying schools with Chromebooks would be a more effective, sustainable and nationally beneficial approach.
Government and international fellowship programmes have provided opportunities to visit hundreds of schools in the United States, Australia and Europe and observe this model in practice. School-based Chromebook programmes have been successfully implemented in many of these institutions, with both teachers and students benefiting from shared access to digital technology.
This model transforms the entire school into a digital learning environment rather than limiting technology to individual users. Bangladesh could adopt a similar approach to build a strong, sustainable and inclusive digital education system.
First, a tablet generally becomes a personal device, whereas a Chromebook can serve as a shared educational resource for the entire school.
If every secondary school were gradually provided with 100 Chromebooks, the devices could be used by both teachers and students. For example, if a school conducts 20 classes simultaneously, 20 Chromebooks could be allocated to teachers, while the remaining 80 could be shared among students for group-based learning activities.
With three students sharing each device, approximately 240 students could benefit from technology-enhanced learning at the same time. In this way, a single device could serve several users rather than just one.
Second, Chromebooks represent a sound economic investment. In many cases, the cost of a quality Chromebook is comparable to that of a tablet, at approximately US$150. However, while a tablet typically serves one individual, a Chromebook can be shared among several teachers and students. The government’s investment would therefore generate significantly greater educational and social returns.
Local manufacturing is another important consideration. The government could collaborate with leading international technology companies, such as HP, Lenovo or Asus, to assemble or manufacture Chromebooks in Bangladesh.
Kaliakair Hi-Tech Park in Gazipur has already emerged as a promising technology hub. Establishing Chromebook production or assembly facilities there could reduce foreign currency expenditure, create employment opportunities and strengthen the country’s technology industry. In the long term, it could also contribute to building a robust digital economy.
Third, Chromebooks are more suitable than tablets for teachers’ professional responsibilities. Teachers regularly prepare lesson plans, develop examination papers, assess students, write reports, create presentations and complete administrative tasks.
These activities are more efficiently carried out on a laptop with a physical keyboard and a larger display. Typing lengthy documents and editing complex files on a tablet is comparatively difficult. Chromebooks could therefore substantially improve teachers’ productivity and efficiency.
Fourth, Chromebooks can play a vital role in developing the digital skills Bangladeshi students need for the future workforce.
Employers around the world increasingly demand skills such as typing, online research, document creation, spreadsheet management, presentation design, virtual collaboration and introductory programming. Although tablets can support some of these activities, Chromebooks provide a more authentic experience that closely resembles modern workplace environments. Students would therefore be better prepared for the Fourth Industrial Revolution.
Fifth, Chromebooks are highly effective for science, technology, engineering and mathematics education. Interest in robotics, coding, artificial intelligence and digital maker activities is steadily growing in Bangladeshi schools.
Platforms such as Micro:bit, Scratch, MakeCode, Google Colab and other online learning resources are better suited to Chromebooks. This would enable students to become not only consumers of technology, but also creators and innovators.
Sixth, Chromebooks offer considerable advantages in device management and security. Users can log in with their individual accounts and log out after use, helping to protect personal data.
The same device can therefore be shared among several teachers and students. Chromebooks would function as school assets rather than personal property, making device management more efficient, promoting greater accountability and maximising the use of public resources.
Internet connectivity is another important consideration in Bangladesh. Many people assume that Chromebooks require a constant internet connection. In reality, they support many offline functions.
Teachers can write documents, access learning materials and save files without internet access. Once a connection becomes available, the files can be synchronised automatically. This feature is particularly valuable for rural and remote schools, where stable internet connectivity remains a challenge.
The Covid-19 pandemic demonstrated the importance of resilient digital education infrastructure. If schools establish Chromebook-based digital learning environments in advance, they will be better prepared to move quickly to online or hybrid education when emergencies arise. Such preparedness would help minimise disruption to students’ learning.
There are, of course, challenges, including secure storage, charging facilities, internet connectivity, teacher training and ongoing maintenance. However, these challenges exist regardless of whether tablets or Chromebooks are used.
Managing them centrally at school level would be comparatively easier. The government could begin with pilot projects in selected schools, evaluate their effectiveness and then gradually expand the programme nationwide.
Ultimately, the key question should not be: “Who should receive a device?” It should be: “How can an entire school become digitally empowered?”
Simply distributing tablets may remain a device-distribution initiative, whereas establishing a school-based Chromebook system could create a national digital education infrastructure.
Such an approach would strengthen teachers’ professional capacity, enhance students’ future-ready skills, promote the domestic technology industry and make a significant contribution to achieving the vision of a Smart Bangladesh. Ultimately, replacing individually assigned tablets with school-based Chromebook infrastructure would create a stronger, more inclusive and more sustainable future for digital education in Bangladesh.
The author is an expert in school, technical and digital education and cybersecurity, based in Melbourne, Australia.
