Global Journal of Human Social Science, G: Linguistics and Education, Volume 25 Issue 3

Exploring Factors Influencing ICT Integration in Urban Mathematics Classrooms: Insights from Bangladesh Tamanna Sultana Abstract- Considering the vast potential of ICT in the education sector, the Government of Bangladesh, like many other countries, has significantly emphasized incorporating ICT into education. Despite various initiatives taken by the government, teachers encounter multiple challenges while trying to integrate ICT into their teaching and learning practices. This study aims to explore the barriers that mathematics teachers face when conducting classes with the help of ICTs. This study adopted a multiple case study research design, considering two cases, one from a government school and the other from a private school in Dhaka city. In this study, the ICT-facilitated classroom, the math teacher of that classroom, and the head teacher served as the units of analysis. Data were collected through classroom observations and semi-structured interviews. By analyzing the data thematically, this study identifies teachers’ attitudes, TPACK, confidence, students’ attitudes, home environment, curriculum, technical, physical, and financial support as the dominating factors that affect teachers' integration of ICTs in their mathematics teaching and learning practices. Some suggestions are provided for educators, policymakers, and curriculum developers to help overcome these challenges. Keywords: ICT integration, challenges, urban schools, mathematics classroom, factor, case study. I. I ntroduction CT has been widely used in the education sector of nearly every country worldwide due to its potential. Mathematics, one of the key areas of education, is no exception. Over the years, ICT has evolved into an effective educational tool that promotes significant change in mathematics teaching and learning processes. Recognizing its immense possibilities, the Government of Bangladesh (GoB) has substantially emphasized incorporating ICT within the National Education Policy 2010 and has initiated several efforts to enhance educational quality. Despite numerous initiatives undertaken by the GoB, research indicates that most Bangladeshi teachers use ICT primarily for administrative purposes, such as preparing notes and emails, keeping administrative records, and searching for basic information (Khan, 2014), rather than applying it effectively to teaching and learning. This study explores the factors hindering teachers from integrating ICT into teaching and learning. It is claimed that in this 21st century, technology is a vital tool for learning mathematics, and every school needs to ensure technology accessibility to all students (NCTM, 2011). However, developing countries face enormous challenges and possess a unique social context that differs from developed countries (UNESCO, 2014). Consequently, teachers in developing countries may not encounter the same challenges as those in developed countries when integrating technology for teaching and learning purposes. While several studies explore the incorporation of technology into the teaching-learning process, there is scant literature focused on urban teachers' practices with ICT in mathematics classrooms and the obstacles they face in integrating ICTs into their practice, especially in the context of a developing country like Bangladesh. Therefore, the study's main objective is to identify the influential factors that affect ICT incorporation in teachers' teaching practices in urban schools. The following research question has been explored to address the objective of this study. RQ: What are the factors that affect ICTs' integration in the teaching-learning process in the urban mathematics classroom? II. L iterature R eview Existing literature indicates that specific characteristics or attributes must be considered when integrating ICT into the mathematics teaching-learning (Ismail, 2020; Lawrence & Tar, 2018; Turgut & Aslan, 2021). Turgut and Aslan (2021) identified five factors (e.g., students, educational materials, infrastructure, management, and teachers) that affect ICT integration in teaching. Conversely, Sokku and Anwar (2019) argued that four distinct aspects, including personal factors, school factors, pedagogical factors, and technological barriers, influence ICT integration. According to Crisan et al. (2007), incorporating ICT into teaching depends on contextual and personal factors. They noted that teachers' learning about ICT and its application in their practice is influenced by school context, institutional characteristics, key institutional personnel, the availability and accessibility of resources, teachers' ICT skills, and ICT professional development. Various studies have examined the enablers and inhibitors of ICT integration in the mathematics teaching-learning process from different perspectives; the literature review is organized below into three interconnected aspects— personal, pedagogical, and institutional. I Global Journal of Human-Social Science ( G ) XXV Issue III Version I Year 2025 25 © 2025 Global Journals Author: Institute of Education and Research, University of Dhaka, Bangladesh. e-mail: tamanna@du.ac.bd