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

time for proper preparation and teachers are burdened with numerous classes, they are not enthusiastic about accepting ICTs in their teaching and learning process. Thus, this study suggests reducing teachers' workload to integrate ICTs into the teaching and learning process effectively. Similar findings were reported in the study by Fullan (2007), where the researcher argued that it is necessary to lessen teachers' workload to implement new initiatives. From the above discussion, it can be argued that some factors (e.g., teachers' interest, attitude, TPACK, and confidence) directly influence teachers' use of ICTs. In contrast, other factors (e.g., perceived usefulness, preparation, experience, and class load) indirectly affect the integration of ICTs in the TL process. The factors related to "Teacher factors" affecting the integration of ICTs are shown in Figure 2. Figure 2: Factors Affecting ICT İntegration Related to Teachers b) Student Factors This study found that students' attitudes towards ICTs, their interest in learning with the help of ICTs, misuse of ICTs, and home support (i.e., parents' attitudes towards technology and the home environment) are the influencing factors associated with students. i. Students' Interest The study reveals that when students are interested in learning with ICTs, it is much easier for teachers to continue the class with the assistance of ICTs. Classroom observations found that while both teachers showed mathematical graphs using software instead of paper and pencil, students seemed excited and enthusiastic to learn what would happen if the input were changed. Regarding this issue, T2 stated, "You see, students were interested to learn with technology and umm… so I can run the class smoothly." Since students are already enthusiastic about learning with ICTs, teachers do not need extra effort to motivate them regarding ICT. This finding is consistent with the findings of Deryakulu et al. (2008), who reported that the satisfying aspects of ICT teaching depend on how interested students are in learning with technology. ii. Students' Attitude The study found that students' attitudes toward learning with technology are also crucial factors. It revealed that when students believe using ICT in teaching enhances their learning and maintain a positive attitude toward learning with ICT, they show interest in working with technology and are willing to engage in the session. Regarding this issue, T2 stated, […] I think students' positive mindset regarding technology is vital. When students believe that using technology will be helpful for their learning, they show interest in learning with it. Similar findings were reported in several studies (Cope & Ward, 2019; Parker et al., 2008) that suggested students' perceptions regarding ICT-supported teaching influence the effective use of ICTs in education. iii. Students' Home Support It is found that students' home environment affects ICT integration. If the family atmosphere is not supportive of learning with technology, students are not interested in working with it. The study also reveals that the attitudes of family members somewhat influence students' negative attitudes. It is found that if family members, such as parents, hold negative views about integrating ICT for teaching and learning purposes, it ultimately affects students' beliefs. In support of this issue, T2 claimed, […] parents' negative views about technology sometimes influence students. […] though there is enormous potential of ICTs in learning, parents often hold negative thoughts about it as they believe that this environment misguides students rather than helps them learn. This finding complements the earlier findings of Lin and Muenks (2023), which claimed that family members (parents and siblings) contribute to shaping students' mindsets. It has also been found that the positive effects of integrating ICTs in education outweigh the adverse effects; therefore, it is essential to create awareness among parents about this issue. One of the teachers (T1) suggested holding a discussion meeting with 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 30 © 2025 Global Journals Teachers’ class-load Teachers’ Interest Confidence Experience Preparation Teachers’ TPACK Perceive usefulness Teachers’ Attitude ICT integration in the TL process