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

recognized as tools for enhancing teachers' ICT proficiency (Serin, 2015), Cox and Marshall (2007) argued in a study that teachers' training programs should not only emphasize the development of teachers' skills with ICT and support teachers to choose and utilize appropriate ICT tools in their classrooms. Instead, it must " challenge teachers' fundamental beliefs about how to teach their subject and how specific ICT resources can enhance and fundamentally change how their students learn" (p.68). Thus, addressing any underlying perceptions hindering ICT adoption during initial and ongoing training is essential. For instance, research has shown that teachers may resist change due to insufficient training, low self-esteem, and frustrations (Hartman et al., 2019). Existing literature showed that, along with the necessary competencies for technology integration, teachers must possess and maintain a comprehensive understanding of the curriculum (Mwendwa, 2017). In the ICT integration-supported curriculum, Tay et al. (2013) suggested that schemes of work with ICT should be specified in the curriculum plans. The key themes that emerge from the study of Ghavifekr and Rosdy (2015) indicate the multifaceted benefits of technology in classroom teaching, encompassing academic performance, generic skills, socioemotional skills, societal preparation, metacognition, and creative development. These key themes underscore the promise of effective technology integration in classroom teaching, provided that comprehensive planning and strategies are established and implemented within the school curriculum (Ghavifekr & Rosdy, 2015). c) Institutional Aspects Existing literature demonstrated that the successful implementation of ICT in classroom teaching hinges on school support, including provision of up-to- date infrastructure and dedicated support staff during the application phase (Mwendwa, 2017). In a study, Lawrence and Tar (2018) stated that technology accessibility is one of the primary issues when integrating technology into teaching practice. Additionally, technical support for teachers is a crucial component of ICT integration in education. They revealed that if teachers do not receive adequate technical support, they can become frustrated and, as a result, may be reluctant to use ICT. Similar findings are reported in several studies where sufficient classroom access to technology, a supportive technology philosophy, technical support, and the reliability of technology infrastructure are identified as influential factors for integrating ICT into teaching practices (Ramírez-Rueda et al., 2021; Tang et al., 2021). Furthermore, teacher workload (Min, 2019) and the time allocated for teaching are consistent factors influencing technology use in the classroom (Ramírez-Rueda et al., 2021). Recently, Turgut and Aslan (2021) identified several challenging factors, such as a shortage of available ICT resources, educational materials, inadequate technical support, and an unsupportive attitude from school authorities, which hinder the incorporation of ICT in education. In addition, various levels of leadership, including principal, administrative, and technology leadership, play a crucial role in successfully integrating ICT in schools (Razak, 2019). Zinger et al. (2017) found that schools with higher socioeconomic status adopt technology more readily due to teachers' confidence in students' access to ICT at home, enabling them to complete technology-based homework assignments easily. The school's pedagogical culture can also shape teachers' attitudes towards the types and frequency of technology use in the classroom. By reviewing literature under three intertwined aspects —personal, pedagogical, and institutional—a conceptual framework (Figure 1) of the study has been developed, which guides me to explore the influential factors that affect urban teachers' integration of ICTs in their practice. Teacher Factor National Context Students Factor School Context ICT integration in the TL process 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 27 © 2025 Global Journals Figure 1: Conceptual Framework of the Study