Bridging Technological Gaps in Primary English Teaching: Insights from Indonesian Student Teachers

Mutohhar Mutohhar, Rusiana Rusiana, Hafizah Hajimia, Abdul Hamid Busthami Nur

Abstract


The effect of technological advancements on teaching and learning prompts their implementation into classrooms. Integration in specific school contexts, however, remains difficult, especially in resource-constrained situations. This research explores student teachers’ insights into handling technological restrictions during their teaching practicum experiences. Data were gathered through semi-structured interviews emphasizing their attitudes and strategies for using technology in primary English language classes. A theme analysis revealed that student teachers are aware of the importance of technology in improving learner engagement and motivation. Yet, they experience considerable practical challenges, such as restricted access to digital tools and infrastructure. Despite these limits, the students exhibited their resourcefulness and adaptability by using low-cost alternatives such as cell phones, printed materials, and interactive non-digital activities. Based on the findings, teacher education programs should give more practical and context-sensitive training to prepare future educators for effective technology integration, even in low-resource situations. It is recommended that Indonesian education policymakers examine local school situations when allocating technological resources, as well as strengthen teacher training activities. Furthermore, fostering school-community collaboration and encouraging innovative teaching techniques will help improve technology integration in primary English schools and provide equal learning opportunities for all learners.

Keywords


Technology Integration; Perception; TEYL Class; Primary English Teaching

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References


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