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

parents at the school so that school authorities can explain the benefits and necessity of ICTs for students' learning. Along with the parents' attitudes, the study found that an adverse home environment for students using technology is another reason for their lack of interest. One of the participants (H2) stated, "[…] the environment students are coming from; they do not get that support at home. So, sometimes students are less interested." iv. Students' Misuse of ICT Tools The study found that students may misuse ICTs, which influences parents to develop negative attitudes and constrains teachers in their teaching and learning process. Therefore, teachers and parents should closely monitor students while they work with ICTs to prevent misuse of the technology. Regarding this issue, T2 claimed, […] Because there is an opportunity to misuse technology, I think teachers and parents are responsible. When children use technology, teachers and parents should observe whether they use it for learning or abusing it. This study recommends that school authorities organize a discussion meeting to raise awareness among teachers, students, and parents regarding the benefits of using ICTs in education so that their negative thoughts diminish. This is consistent with the study by Tedla (2012), who suggested a public awareness campaign about the importance of ICT as a catalyst to facilitate the teaching-learning process. Analyzing data on student-related factors shows that a few factors (e.g., students' interest, attitude) directly affect ICT integration. In contrast, others (e.g., home environment, parents' attitude, and misuse of ICTs) indirectly influence it. Figure 3 illustrates the factors influencing the integration of ICTs related to students. Figure 3: Factors Affecting ICT İntegration Related to Students c) School Context By analyzing the data, several factors related to school context are identified and classified under the theme “School context”, and they are discussed below. i. Departmental Ethos The study reveals that departmental ethos, such as the attitude of the head of the institute and other teachers, is another vital factor to integrate ICTs in the TL process. It is found that if the head of the institution holds a positive attitude regarding ICT use and encourages teachers to use it, all the institute's teachers will be motivated to apply ICTs in their practice. Regarding this issue, T1 stated, The head of the institution should have a positive attitude toward ICT, which should be transmitted to other teachers. […] The school authorities should be encouraged to use ICT tools to conduct classes and provide adequate support. The classroom observation also revealed that teacher T2 could not engage students in one-to-one interaction with ICT, and she seemed disturbed about this issue. During the interview, she stated that she could not conduct her class as intended due to the unsupportive behavior of the school administration. She argued, "We planned to do the graph with GeoGebra in the lab. However, […] the authority did not permit us to install GeoGebra software on the computers." Additionally, the study indicates that teachers may hesitate to use ICTs due to negative behavior and discouraging attitudes from their department head and colleagues. This finding aligns with the results of Razak et al. (2019) and Turgut and Aslan (2021), who asserted that school leadership and authority significantly influence the successful integration of ICTs in schools. On one hand, this study asserts that teachers' practices with ICTs depend on the attitudes of institutional authorities; on the other hand, it shows that despite a positive attitude from school authorities, challenges arise due to resistance from teachers and parents' negative mindsets. Regarding this issue, T2 claimed, In many cases, teachers do not take the matter lightly. Sometimes, they doubt whether the teacher is conducting the class properly under the guise of using ICT tools. ii. Large Size Class Class size is recognized as an influencing factor in introducing ICTs in the TL process. While Davis (2018) found that class size does not affect the quality of classroom interaction in the context of developing countries (e.g., Ghana), this study demonstrates that when classes are conducted using ICTs, class size influences the quality of the TL process. This may be attributed to the fact that different approaches must be employed in ICT-enabled classrooms to make TL engaging and fruitful, which can be challenging in a Students’ attitude Interest Home environment Parents’ attitude Misuse of ICTs ICT integration in 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 31 © 2025 Global Journals