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

By analyzing the data with a focus on national context, several factors, such as curriculum, financial support, and professional development programs, are critical for integrating ICTs into the teaching and learning process (Figure 5). Figure 5: Factors Affecting ICT İntegration Related to the National Context V. I mplıcatıons and C onclusıon The study explores several factors related to teachers, students, schools, and national contexts that affect ICT integration in teaching and learning. It shows that some factors relate directly to teachers and students, while others indirectly influence the use of ICT in teachers' practices. Additionally, the study also identifies some influential factors related to school and national contexts. The findings of this study have some implications for educationalists and policymakers. The study recommends that policymakers should take the necessary initiatives to redesign the curriculum and provide adequate financial support to create an ICT- friendly teaching-learning environment, such as providing specific mathematics software (e.g., GeoGebra, MATHEMATICA, FORTRAN, etc.) and necessary resources (e.g., Graphics tab, IWB, internet facilities, etc.) in the mathematics classrooms. Similarly, the number of computers needs to increase in every school so that the teachers can conduct their mathematics class in a one-to-one setting when necessary to ensure students' development both in content and technology. Besides, the findings of the study might be helpful to policymakers to take necessary steps to enhance teachers' capability of teaching with ICTs, such as providing adequate training to the teachers and monitoring intensely whether teachers can apply their gained knowledge in actual teaching-learning settings after getting the training. Since a large class size and teachers' class load are two vital factors to implement ICTs in TL, policymakers should consider these issues and bring notable changes in the policy to make teaching mathematics with ICTs feasible for all the teachers and students. Curriculum developers can consider these findings when revising the mathematics curriculum by aligning each possible content with ICTs and providing proper guidelines to use ICTs in the mathematics teaching- learning process effectively. Teacher trainers can utilize this study to develop teachers' ICT-based professional skills. Training should be focused on appropriate pedagogy with ICT and developing teachers' positive mindset regarding the use of ICT in mathematics teaching. With the study's findings, the school authority and the head of the institute can be well informed about their responsibility to be aware and develop a positive mindset among teachers, parents, and students regarding using ICTs in teaching and learning and for instance, organizing meetings with students, parents, and teachers to inform about the possible benefits of the use of ICT in the teaching-learning process, creating awareness to prevent abuse and misuse of technology, and encouraging teachers to use ICTs in their practice (e.g., providing incentives, ensuring physical facilities, etc.). To get deep insights, this study considers four samples, while more samples can be used to generalize the findings. Besides, only two schools (government and non-government Bangla medium schools) from the urban area of Bangladesh are considered for this study. Thus, further research can be conducted in various settings (e.g., schools in rural areas, high-tech or low- tech schools, English-medium schools, etc.) across this country. A cknowledgement The article is developed based on the author's PhD thesis (Sultana, T., 2024). The author thanks the supervisor, Prof. Dr. Md. Abdul Halim, and the Co- supervisor, Prof. Mohammad Nure Alam Siddique, for their valuable insights and guidance. R eferences R éférences R eferencias 1. Afshari, M., Bakar, K., Luan, W. S., Samah, B. A., & Fooi, F. S. (2009). Factors affecting teachers’ use of information and communication technology. International Journal of Instruction , 2 (1), 77–104. 2. Bate, F. (2010). Class sizes: The elephant under the carpet of ICT integration. 3. Buabeng-Andoh, C. (2019). Factors that influence teachers’ pedagogical use of ICT in secondary schools: A case of Ghana. Contemporary educational technology, 10(3), 272-288 4. Caulfield J. (2020). How to do thematic analysis: a step-by-step guide and examples. https://www.sc ribbr.com/methodology/thematicanalysis/ Financial Support Curriculum Professional development Use of ICT 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 34 © 2025 Global Journals