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

willing to use them in their practice. On the contrary, if they hold a negative view, they will not be interested in applying ICTs in their practice. Regarding this issue, T1 expressed, "[…] teachers should have the attitude to love the technology. […] It is unlikely to use ICT properly if teachers are unwilling to accept it." This finding is consistent with the findings of Kaleli-Yilmaz (2015), where he discussed that teachers with an adverse attitude toward ICT are less confident and skilled in technology; as a result, they do not accept or familiarize themselves with technology willingly and try to avoid using it in their teaching practice. ii. Teachers' Perceived Usefulness and Interest The study shows that if teachers perceive that using ICT in teaching enhances students' learning, they are interested in using ICT in their practice. One of the teachers (T1) argued, "If the teacher feels that conducting class with ICTs is helpful for students' learning, then he/she will be interested to use it". This finding is consistent with the study by Davis (1989), where he discussed that if teachers believe that the use of ICT in teaching is effective for students' learning, they feel interest in working with technology. The study also found that teachers' interest in ICTs is vital for ICT integration in teaching. From the classroom observation, it was found that teacher T1 was very enthusiastic about conducting class using ICTs, and he tried to apply different ICT tools (e.g., spreadsheet, graph plotter, etc.) effectively to clarify the mathematical concepts for the students. This observation conforms to the works of Sokku & Anwar (2019), where they reported that teachers with a good vision and perception of the use of ICT in TL believe that learning with ICT is interesting and are interested in using ICT in their teaching-learning process. iii. Teachers' TPACK The study also reveals that to integrate ICTs into the teaching-learning process, teachers must have a solid understanding of content, technology, and pedagogy. It is found that teachers' interest in using ICTs is influenced by their TPACK. If teachers have limited knowledge of content and technology, they become confused and cannot effectively utilize ICT tools. As a result, they are not motivated to use ICTs in their classroom practice. Similar findings were reported in a study (e.g., Tay, 2013) indicating that teachers need pertinent technological, pedagogical, and content knowledge to perform their teaching practice with the help of ICTs. iv. Teachers' Confidence The study shows that teachers' confidence directly influences ICT integration in their practice. This finding is consistent with the findings of Kaleli-Yilmaz (2015), who argued that if a teacher lacks confidence, they seem reluctant to use ICT. The study shows that if teachers are confident in performing classes with the help of ICTs, the class becomes productive. The study also finds that teachers' confidence depends not only on their TPACK but also on other factors, such as their preparedness, skills, and experiences with technology. Regarding these issues, the teacher of Case I argued, […] when teachers are experienced and skilled in TPACK, they seem very confident while conducting ICT classes. […] he (the teacher) comes to the class well- prepared; he can confidently conduct the class, which is very important for teaching. v. Teachers' Preparation and Experience The study found that to conduct classes using ICTs, teachers need very sound preparation and plan the lessons systematically; otherwise, the class will be ineffective. From the classroom observation, it was found that teachers T1 and T2 conduct almost every class systematically with sound preparation, and the students in their classes seem interested in learning. However, in one class, teacher T2 does not appear well prepared to conduct the lesson with ICTs, making the class ineffective. Emphasizing the importance of teacher preparation, the head teacher of Case I claimed that a teacher must perform a dual role to execute a class with the help of ICTs. He or she has to deliver the lesson; on the other hand, he or she has to operate the ICT tools. Thus, teachers' sound preparation is a must. She stated, While balancing two jobs, he will attend class and utilize ICT. If he does not prepare adequately, he will struggle to understand the children, and consequently, they will not be attentive in class. This finding aligns with the observations of researcher Gikundi (2016), who argued that teachers cannot fully utilize the benefits of technology in their classes due to inadequate preparation. On the other hand, while several studies (Gorder, 2008; Lawrence & Tar, 2018) claimed that teaching experience influences the successful use of ICT in classrooms, this study complements those literature by showing that not only does a teacher's teaching experience matter, but the teacher's experience with technology also influences the integration of ICT in the teaching and learning process. One of the participant teachers (T1) argued that a teacher with many years of experience does not necessarily teach effectively. Instead, when conducting classes with ICTs, they need to be technologically skilled, experienced, and knowledgeable about effectively using technology to achieve the learning goal. vi. Teachers' Class Load The study found that teachers' preparation is affected by their class load. From the classroom observation, one class of T2 appeared haphazard. During the interview session, she claimed she was overwhelmed with many classes that day, so she could not adequately prepare. It was also found that since the integration of ICT in teaching practices requires extra 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 29 © 2025 Global Journals