TEACHER-REPORTED LEARNING TECHNOLOGY INTEGRATION IN ELEMENTARY SCHOOLS: A MULTI-SITE QUALITATIVE STUDY IN CENTRAL JAVA, INDONESIA

Wawan Priyanto, Natasya Natasya, Intan Nur Aini, Maulida Nurhidayah, Sheila Maula Nihaya

Abstract


This study looked at how elementary school teachers use technology in places in Central Java. We used a qualitative method and interviewed eight teachers who use technology (n=8) in urban suburban and rural elementary schools and we also examined teaching materials. We used the SAMR and TPACK models to guide our work. The results show that technology use is not a step‑by‑step skill ladder but a social and material negotiation shaped by local technology and teaching plans. In rural sites teachers perform "pedagogical bricolage " meaning technology creatively mixes offline visual media to keep lessons going. In contrast high‑readiness urban settings use AI and interactive displays to drive inquiry‑based learning. The cross‑case comparison confirms that hardware alone is not enough for technology integration without teachers feeling confident in their teaching. This study shows that educational policy needs to shift from hardware distribution, toward localized technology support and context‑sensitive teaching scaffolding. In conclusion teacher adaptive capacity thrives when technology tools match material realities and clear instructional goals.

Keywords


elementary education; learning technology; TPACK; teacher adaptation; qualitative study

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DOI: http://dx.doi.org/10.32934/jmie.v10i2.983

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