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

large classroom. Both teachers and head teachers agreed on this issue. T1 argued, Currently, our teacher-student ratio is 1:70, which makes it impossible to conduct classes effectively using ICT with such a large number of students. If the ratio were 1:40 or 1:30, I believe the teacher could effectively conduct the class using various ICT techniques. This finding is consistent with Bate's (2010), which showed that a large class size (students above 25) is a barrier to implementing ICT in the classroom. iii. Physical Facilities The study found that physical facilities, such as the availability of resources, appropriate classroom setups for teaching and learning (TL) with ICTs, uninterrupted internet facilities, etc., are other factors for integrating ICTs. The study reveals that if the overall classroom infrastructure is unsuitable for utilizing ICTs, the teacher will not be interested in incorporating them into their practice. It was observed that during the last class of the six experimental classes, teacher T1 planned to conduct the session with the assistance of the Desmos apps, which required stable network support. As the internet faced issues during the class, the teacher had to rely on mobile data through a hotspot to carry out the class activities. Although the problem was temporarily resolved, the teacher argued that school authorities must ensure reliable internet access since using mobile data incurs costs. There is no available network option for the students in that scenario. He claimed, [...] To take multimedia classes, setting up the room correctly is crucial. For example, having access to electricity, various resources, and internet facilities is essential. It can be easily gathered with internet facilities, tutorial classes, and information. Besides, the study found that sometimes teachers seem to avoid technology due to its unreliable functionality. One of the participant teachers (T2) noted that she encountered various technological problems while conducting classes. For instance, sometimes computers do not function properly; sometimes it takes a while to log on or off the computer or other application programs; sometimes the network creates certain issues. Similarly, T1 stated that some of his colleagues lack confidence in using technology due to its unpredictable functionality and try to avoid it. He said, "Some of my colleagues try to avoid using technology as they think it is unreliable. They fear it may fail to function in the middle of instruction." iv. Technical Support The study found that teachers may face technical problems (e.g., adjusting aspect ratio, proper configuration, troubleshooting, etc.) while operating technology in the classroom. During the classroom observation, it was noted that the teacher (T1) had difficulties turning on the power of the multimedia, as it was positioned too high, and the remote was not functioning correctly. Consequently, he asked a student to help by standing on a chair to perform this operation. In the interview session, he mentioned that sometimes technical issues arise (e.g., connection issues related to multimedia, software installation issues, etc.) in the classroom that require technical support. He argued, "Sometimes multimedia connections create problems, Umm.. to install software in each computer, it is necessary to have a technician." The head teacher (H1) also discussed the necessity of having an assistant or computer operator to support the teachers. She argued, "If I can have an assistant or a computer operator with him as soon as he goes to the classroom. If I can provide a person who can operate the computer, it will be easy for him to take the class." Thus, the study's findings emphasize the importance of technical support or technical operators in assisting the teachers. The challenges identified conform to the findings by Tay et al. (2013), which pointed out that technological infrastructure and support are vital for integrating ICTs into teaching. They argued that a technical team to set up and assist with technical requirements and troubleshooting, along with the technological infrastructure, directly affects the usage rate of ICT in the classrooms. The factors that influence the integration of ICTs related to the school context are shown in Figure 4. Figure 4: Factors Affecting ICT İntegration Related to the School Context d) National Context This study identified other factors affecting ICT integration besides teachers, students, and the school context. These factors include curriculum, professional development, financial support, course duration, and assessment policy, which fall under the 'national context' theme. 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 32 © 2025 Global Journals Large-sizedclass Technical support Physical facilities Departmentalethos Use of ICT in the TL process