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

a) Personal Aspects Existing literature showed that teachers' teaching practices are influenced by their attitudes. For instance, Kaleli-Yilmaz (2015) claimed that teachers with a negative attitude towards ICT are less confident and less skilled with technology; as a result, they are less willing to accept and adapt to it, often avoiding using ICT in their teaching practices. In contrast, the scenario is reversed for teachers with positive attitudes (Mundy, 2021). In a recent study, Sokku and Anwar (2019) stated that ICT integration is directly linked to teachers' attitudes and perceptions of ICT. They reported that teachers who positively perceive the effectiveness of ICT in learning and view learning with ICT as interesting are more inclined to use ICT in their teaching practice. In another study, Davis (1989) claimed that teachers show a positive attitude towards using ICT if they perceive it as easy to use and effective for students. Afshari et al. (2009) argued that their positive attitudes toward ICT will develop when teachers become comfortable with ICT and are well-informed about its implications. Additionally, most research on ICT integration has indicated that teachers' views on technology depend on how individuals evaluate ICTs' role in education (Zinger et al., 2017). The extant literature showed that teachers' and students' interest in technology influences ICT integration in the teaching and learning process. In a study, Deryakulu et al. (2008) claimed that students' interest in learning with technology affects the incorporation of ICT in teaching. Furthermore, several researchers (Cope & Ward, 2019; Parker et al., 2008) stated that the effectiveness of ICT-supported teaching depends on how students perceive the importance of ICT for their learning. In a recent study, Lin and Muenks (2023) argued that students' mindset about technology is somewhat shaped by their family members' perception of technology. While teachers' perception is a significant predictor of technology integration (Miranda & Russell, 2011; Ottenbreit-Leftwich et al., 2010), it can sometimes constrain teachers from integrating ICTs. For instance, one teacher might believe that direct instruction is the most effective method, rather than embracing the open nature of (some) technological solutions (Donnelly et al., 2011). In another study, Hennessy et al. (2005) found that teachers use technology only when they perceive it will enhance learning compared to other approaches. In an experiment, Cedillo and Kieran (2003) initially found that despite having strong mathematical knowledge, most experienced teachers did not exhibit positive attitudes toward teaching with technology, as they believed that incorporating ICT in teaching would not benefit students. Nevertheless, over time, those teachers began to view the use of ICT in teaching more positively and noticeably changed their practices as they witnessed the positive impact of ICT on their students. Schiller (2003) claimed that personal characteristics such as age, gender, educational level, experience, familiarity with technology, and attitude toward technology significantly affect the integration of ICT into teaching practice. Several studies have shown that gender influences ICT integration in teaching. Research revealed that male teachers use ICT in their teaching practice more than female teachers (Wilson et al., 2015). Furthermore, research identified that experienced teachers are more reluctant to use technology in their classrooms than their younger counterparts (Mertala, 2019). This hesitance stems from various factors, including anxiety about technology use, a perceived loss of control over the teaching environment, hardware and software limitations, insufficient technical support, the time-consuming nature of acquiring and maintaining ICT proficiency, and the challenge of choosing suitable technology for the classroom setting. In contrast, younger teachers are more open to adopting new teaching strategies and actively engage in training workshops. b) Pedagogical Aspects Research consistently highlights the crucial role of teachers in determining the effectiveness of ICT integration in classrooms (Sutherland et al., 2009). In a study, Turgut and Aslan (2021) claimed that teachers' and students' ICT competence dominates ICT integration in the teaching-learning process. The Technological, Pedagogical, and Content Knowledge (TPACK) framework is a model for developing teachers' knowledge of ICT integration in education (Mishra & Koehler, 2006). Existing literature show that despite the sheer existence of ICT facilities in the classroom, the class will not be effective due to the lack of teachers' preparedness to integrate ICT into teaching (Gikundi, 2016). In addition, teachers' self-efficacy and competency with ICT are two major predictors of the integration of ICT in their practice (Buabeng-Andoh, 2019). The extant literature depicted that teachers with stronger technological pedagogical content knowledge (TPACK) are more willing to work with technology in their classrooms (Tang et al., 2021). Though existing literature illustrated the importance of training to develop teachers' professional development (Mwendwa, 2017; Sokku & Anwar, 2019), Li et al. (2019) stated that training is not the prime solution for effectively integrating ICT in the classroom. They suggested that the training program should focus on using ICT in the pedagogical aspect rather than on technical issues and technical support. Existing literature revealed that a professional training program will be excellent if it helps teachers shift their traditional teaching practice into a new paradigm and implement technology appropriately (Li et al., 2019). While professional development programs are widely Exploring Factors Influencing ICT Integration in Urban Mathematics Classrooms: Insights from Bangladesh Global Journal of Human-Social Science ( G ) XXV Issue III Version I Year 2025 26 © 2025 Global Journals