Determinants of Teachers' Technology Adoption in Yogyakarta Classrooms: Exploring the Role of Skills, Infrastructure, and Leadership Policies

Martina Sunartiningsih; Udik Budi Wibowo; Muh. Saidil Ikhwan

doi:10.35445/alishlah.v17i2.6757

Determinants of Teachers' Technology Adoption in Yogyakarta Classrooms: Exploring the Role of Skills, Infrastructure, and Leadership Policies

Martina Sunartiningsih, Udik Budi Wibowo, Muh. Saidil Ikhwan

Abstract

This study explores the factors influencing teachers' ability to integrate technology in classroom instruction, specifically within schools in Yogyakarta. As digital tools become integral to education, understanding these factors is essential to supporting effective technology adoption in teaching practices. A qualitative case study approach was employed, involving six teachers from three schools in Yogyakarta selected through purposive sampling. Data were gathered using semi-structured interviews and document analysis. The research process included participant selection, instrument validation, and thematic data analysis to identify patterns related to technology integration challenges and strategies. The findings reveal three primary factors affecting technology use among teachers: (1) teachers’ knowledge and digital skills, (2) availability of infrastructure and technical support, and (3) school principals' policies and leadership. These elements significantly influenced teachers' confidence and motivation to utilize technology effectively in their teaching. The results underscore the need for continuous professional development, equitable access to technological infrastructure, and strong, supportive leadership to promote a tech-enabled educational environment. These factors collectively shape teachers’ readiness and willingness to adopt digital tools. To foster more effective technology integration in classrooms, stakeholders must prioritize teacher training, improve infrastructure, and encourage proactive leadership. Future research could expand on this study by comparing urban and rural school settings to examine contextual differences in teachers’ perceptions and experiences with educational technology.

Keywords

technology integration; Teacher Professional Development; educational leadership; school infrastructure

Full Text:

PDF

References

Akram, H., Yingxiu, Y., Al-Adwan, A. S., & Alkhalifah, A. (2021). Technology integration in higher education during COVID-19: An assessment of online teaching competencies through technological pedagogical content knowledge model. Frontiers in Psychology, 12, 736522.

Alemán-Saravia, A. C., & Deroncele-Acosta, A. (2021). Technology, pedagogy and content (tpack framework): systematic literature review. 2021 XVI Latin American Conference on Learning Technologies (LACLO), 104–111.

Aljohani, N. J. (2022). Teacher Self-Efficacy Beliefs and the Integration of Interactive Website Wikispaces Classroom. International Journal of Web-Based Learning and Teaching Technologies, 17(1), 1–17. https://doi.org/10.4018/ijwltt.313192

Amelia, U. (2023). Tantangan pembelajaran era society 5.0 dalam perspektif manajemen pendidikan. Al-Marsus: Jurnal Manajemen Pendidikan Islam, 1(1), 68–82.

Bond, M., & Bedenlier, S. (2019). Facilitating student engagement through educational technology: Towards a conceptual framework. Journal of Interactive Media in Education, 2019(1).

Carstens, K. J., Mallon, J. M., Bataineh, M., & Al-Bataineh, A. (2021). Effects of Technology on Student Learning. TOJET: The Turkish Online Journal of Educational Technology, 20(1), 105–113. https://files.eric.ed.gov/fulltext/EJ1290791.pdf

Cornelius, F. H., & Wilson, L. (2021). Educational Technology. In Certifed Nurse Educator (CNE®) Review, Fourth Edition. https://doi.org/10.4324/9781315854816-16

Creswell, J. W. (2020). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Higher Ed.

Domeny, J. (2017). The Relationship between Digital Leadership and Digital Implementation in Elementary Schools. 132. https://www.une.edu/sites/default/files/relationship_between_digital_leadership_and_digital_implementation_in_elementary_schools.pdf

Drossel, K., Eickelmann, B., & Gerick, J. (2017). Predictors of teachers’ use of ICT in school–the relevance of school characteristics, teachers’ attitudes and teacher collaboration. Education and Information Technologies, 22, 551–573.

Garzón Artacho, E., Martínez, T. S., Ortega Martin, J. L., Marin Marin, J. A., & Gomez Garcia, G. (2020). Teacher training in lifelong learning—The importance of digital competence in the encouragement of teaching innovation. Sustainability, 12(7), 2852.

Glasel, A. (2018). Six Reasons Why Teachers Don’t Use Technology in the Classroom: What can EdTech Companies Learn. DOI: Https://Medium. Com-the-Edtech-World.

Groenland, E., & Dana, L.-P. (2020). Qualitative methodologies and data collection methods: Toward increased rigour in management research. World Scientific.

Hasna, M. (2024). Digitalisasi Pengelolaan Sekolah Dasar Negeri Kota Banjarmasin: Tinjauan Analisis SWOT Dalam Strategi Pengembangan Sekolah Digital. Jurnal Pendidikan Modern, 10(1), 32–42.

Hu, X., Chiu, M. M., Leung, W. M. V., & Yelland, N. (2021). Technology integration for young children during COVID‐19: Towards future online teaching. British Journal of Educational Technology, 52(4), 1513–1537.

Huberman, A. (2014). Qualitative data analysis a methods sourcebook.

Karakose, T., Polat, H., & Papadakis, S. (2021). Examining teachers’ perspectives on school principals’ digital leadership roles and technology capabilities during the COVID-19 pandemic. Sustainability, 13(23), 13448.

Li, Y., Garza, V., Keicher, A., & Popov, V. (2019). Predicting high school teacher use of technology: Pedagogical beliefs, technological beliefs and attitudes, and teacher training. Technology, Knowledge and Learning, 24, 501–518.

Lichtman, M. (2023). Qualitative research in education: A user’s guide. Routledge.

Llewellyn, G., Sullivan, G., & Minichiello, V. (2004). Sampling in qualitative research. In Handbook of research methods for nursing and health science. Pearson Education Australia.

Lopez, C., & Younge, O. (2021). Creating Conditions for Powerful Technology Use: teachers’ technology journey in Puerto Rico.

Mahdum, M., Hadriana, H., & Safriyanti, M. (2019). Exploring teacher perceptions and motivations to ict use in learning activities in Indonesia. Journal of Information Technology Education: Research, 18.

Mannila, L., Nordén, L.-Å., & Pears, A. (2018). Digital competence, teacher self-efficacy and training needs. Proceedings of the 2018 ACM Conference on International Computing Education Research, 78–85.

Mattar, J. (2018). Constructivism and connectivism in education technology: Active, situated, authentic, experiential, and anchored learning. RIED-Revista Iberoamericana de Educación a Distancia, 21(2).

Puspitarini, Y. D., & Hanif, M. (2019). Using Learning Media to Increase Learning Motivation in Elementary School. Anatolian Journal of Education, 4(2), 53–60.

Rahmadi, I. F. (2019). Technological Pedagogical Content Knowledge (TPACK): Kerangka Pengetahuan Guru Abad 21. Jurnal Pendidikan Kewarganegaraan, 6(1), 65. https://doi.org/10.32493/jpkn.v6i1.y2019.p65-74

Saidil, S., & Andriani, D. E. (2024). The Influence of School Principals’ Digital Leadership and Teacher Self-Efficacy on Teacher Technology Use: English. Tarbawi: Jurnal Ilmu Pendidikan, 20(2), 100–109.

Sari, Y., Ikhwan, M. S., & Iffah, R. D. L. (2024). Management Of Infrastructure Facilities In Improving The Quality Of Education at SD Nahdlatul Ulama, Sleman, Yogyakarta. Jurnal Dedikasi Pendidikan, 8(2), 527–538.

Sauers, N. J., & McLeod, S. (2018). Teachers’ technology competency and technology integration in 1: 1 schools. Journal of Educational Computing Research, 56(6), 892–910.

Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, 128, 13–35.

Sharma, L., & Srivastava, M. (2020a). Teachers’ motivation to adopt technology in higher education. Journal of Applied Research in Higher Education, 12(4), 673–692.

Sharma, L., & Srivastava, M. (2020b). Teachers’ motivation to adopt technology in higher education. Journal of Applied Research in Higher Education, 12(4), 673–692. https://doi.org/10.1108/JARHE-07-2018-0156

Sheninger, E. (2019). Digital leadership: Changing paradigms for changing times. Corwin Press.

Sterrett, W., & Richardson, J. W. (2020). Supporting professional development through digital principal leadership. Journal of Organizational & Educational Leadership, 5(2), 4.

Tondeur, J., Scherer, R., Baran, E., Siddiq, F., Valtonen, T., & Sointu, E. (2019). Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. British Journal of Educational Technology, 50(3), 1189–1209.

Uğur, N. G., & Koç, T. (2019). Leading and Teaching with Technology: School Principals’ Perspective. International Journal of Educational Leadership and Management, 7(1), 42. https://doi.org/10.17583/ijelm.2019.3758

Wati, S., & Nurhasannah, N. (2024). Penguatan Kompetensi Guru Dalam Menghadapi Era Digital. Jurnal Review Pendidikan Dasar: Jurnal Kajian Pendidikan Dan Hasil Penelitian, 10(2), 149–155.

Winter, E., Costello, A., O’Brien, M., & Hickey, G. (2021). Teachers’ use of technology and the impact of Covid-19. Irish Educational Studies, 40(2), 235–246. https://doi.org/10.1080/03323315.2021.1916559

Yusuf, M., & Sodik, M. (2023). Penggunaan Teknologi Internet of Things (IoT) dalam Pengelolaan Fasilitas dan Infrastruktur Lembaga Pendidikan Islam. PROPHETIK: Jurnal Kajian Keislaman, 1(2), 65–82.

Zaineldeen, S., Hongbo, L., Koffi, A. L., & Hassan, B. M. A. (2020). Technology acceptance model’concepts, contribution, limitation, and adoption in education. Universal Journal of Educational Research, 8(11), 5061–5071.

DOI: https://doi.org/10.35445/alishlah.v17i2.6757