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

i. Curriculum The study found that the curriculum is one of the crucial factors in incorporating ICTs into the TL process. Although there are mixed opinions among the participants regarding the appropriateness of the existing math curriculum for ICT use, the study indicates that the curriculum should contain adequate content linked to ICTs and clear guidance on how teachers can use technology. Furthermore, there should be a specific requirement for teachers and students to integrate technology into their teaching and learning. Regarding this issue, T1 stated, "The current mathematics curriculum is not fully supported for classroom teaching using ICT. That is, there is no direct instruction in the curriculum." In addition, T2 expressed that while preparing the class routine, the classes where ICTs will be used are mentioned to inform students and teachers in advance. She stated, "In that case, we indicate in our routine that these classes will use ICT, the students also know, and the teachers know." This viewpoint is well reported in a study by Tay et al. (2013), where they suggested that the use of ICT needs to be explicitly outlined in the curriculum plans and schemes of work concerning how ICT would be used in the classroom. The study found that course duration and assessment policy should be thoroughly discussed in the curriculum. It has been noted that teachers are often pressed for time with their class schedules, making it somewhat challenging to manage classes where they can apply ICTs for teaching and learning purposes. Thus, while preparing the class routine, there could be a specific schedule for classes where ICTs will be utilized, ensuring that teachers and students are encouraged to incorporate ICTs for teaching and learning purposes. Additionally, despite receiving training, teachers often resist using ICTs due to the traditional examination structure. A blended approach to examination, incorporating both traditional methods and technology- assisted examinations (e.g., the use of Google Forms), could be implemented to assess students. ii. Financial Support The financial issue is a significant concern in implementing ICTs in the teaching and learning process. The study shows that despite teachers' and school authorities' very positive attitude toward using ICTs in education, successful execution is hindered by a lack of adequate financial support. According to the participants, funding poses a significant challenge for integrating ICTs in education, as all logistical support relies on financial resources. The teacher T1 claimed that there is a lack of resources, such as insufficient computers and supporting tools required for an ICT classroom environment. He stated, "There is a financial aspect to room arrangement. Apart from this, logistic support, for example, various tools for using ICT, are not available in sufficient quantity." The head teacher (H1) also asserted that if adequate financial support were available, teachers interested in integrating ICTs into their classes could use them effectively. Additionally, she believes the interactive whiteboard, a valuable ICT tool for teaching and learning, requires funding. She also emphasizes the importance of maintaining the ICT tools. She argued, […] The use of ICT requires financial support.[…] If an interactive board is provided or an ICT room is created, the institution will take responsibility for its maintenance. iii. Professional Development Different professional development programs, such as ICT training, in-house training, and training abroad, are essential for integrating ICTs into education. Since teachers' TPACK and confidence are two primary factors for integrating ICTs into education, participating in ICT-based training programs can enhance these skills. The study shows that teacher T1 applied several innovative pedagogical approaches due to his experiences and skills gained from multiple national and international trainings related to pedagogy and ICT. This indicates that training programs significantly impact teachers' professional development. T1 argued that teachers are more inclined to use ICTs in their practice if they are skilled in technology. Additionally, their competencies can be improved by providing professional development training programs. Thus, he claimed, "Government should give importance to that issue." Every participant emphasized the significance of in-house training for teachers' professional development, especially for becoming experts in applying ICT in their practice. Head teacher H1 explained that the teachers at her school participated in several trainings both within and sometimes outside of Bangladesh. She organized in-house training where teachers who had received training acted as trainers for other teachers in the school. She argued, Teachers should be provided with the necessary training to use ICT proficiently. If someone takes the training, I arrange in-house training and give them the classes later so that the students benefit. The study suggests that the main criteria for training should be to enhance teachers' knowledge of content and pedagogy with the aid of ICTs rather than to support technical issues. Besides, enhancing teachers' confidence should be another focus of the professional training programs. These findings above are similar to the findings of several researchers where they depicted that professional training program will be an excellent program if the training program focuses on use of ICT in the pedagogical aspect rather than technical issues and technical supports and helps teachers to shift their traditional teaching practice into a new paradigm (Diehl, 2005) and to gain confidence in ICT usage (Peralta & Costa, 2007). 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 33 © 2025 Global Journals