Education transformation: strategies and challenges in implementing educational technology

Authors

  • Ahmad Teguh Purnawanto Universitas Muhammadiyah Surakarta, Jawa Tengah
  • Sri Purwaningsih Universitas Muhammadiyah Surakarta, Jawa Tengah
  • Sutama Sutama Universitas Muhammadiyah Surakarta, Jawa Tengah
  • Anam Sutopo Universitas Muhammadiyah Surakarta, Jawa Tengah
  • Budi Murtiyasa Universitas Muhammadiyah Surakarta, Jawa Tengah

DOI:

https://doi.org/10.26555/jpsd.v10i2.a28473

Keywords:

Educational Innovation, Technology Integration, Elementary Education, Learning Innovation, Learning Environment

Abstract

The integration of innovation and technology into educational settings has emerged as a promising avenue for reshaping learning and teaching methodologies. However, this transformative process is not devoid of challenges, necessitating a comprehensive understanding to fully exploit its potential. This article aims to delineate best practices for implementing innovation and technology in elementary education environments. Employing a qualitative descriptive methodology, the research conducts semi-structured interviews with Information Technology (IT) learning support teachers in elementary schools. Through reflective thematic analysis, two primary perspectives emerge from the participants' experiences. Firstly, participants underscore the potential of IT-based learning innovation in elementary schools. They emphasize that leveraging innovative educational technology can foster a more engaging and adaptive learning environment, aligning with the evolving demands of the digital era. Secondly, the study identifies various challenges and corresponding opportunities associated with IT-based learning innovation. These complexities underscore the need for tailored adaptation efforts to effectively implement innovative teaching approaches aligned with student needs. The findings suggest that addressing these challenges can enable schools to capitalize on the full potential of innovation and technology, thereby creating dynamic, inclusive learning environments responsive to future demands. This research contributes to the literature by providing insights into the practical implications of integrating innovation and technology in elementary education, offering guidance for educators and policymakers seeking to navigate and maximize the benefits of educational innovation.

References

M. Lee et al., “How to Respond to the Fourth Industrial Revolution, or the Second Information Technology Revolution? Dynamic New Combinations between Technology, Market, and Society through Open Innovation,” J. Open Innov. Technol. Mark. Complex., vol. 4, no. 3, pp. 1–24, Sep. 2018, doi: 10.3390/joitmc4030021.

R. Chugh, D. Turnbull, M. A. Cowling, R. Vanderburg, and M. A. Vanderburg, “Implementing educational technology in Higher Education Institutions: A review of technologies, stakeholder perceptions, frameworks and metrics,” Educ. Inf. Technol., vol. 28, no. 12, pp. 16403–16429, Dec. 2023, doi: 10.1007/s10639-023-11846-x.

A. Haleem, M. Javaid, M. A. Qadri, and R. Suman, “Understanding the role of digital technologies in education: A review,” Sustain. Oper. Comput., vol. 3, pp. 275–285, 2022, doi: 10.1016/j.susoc.2022.05.004.

M. Al-Emran, “Beyond technology acceptance: Development and evaluation of technology-environmental, economic, and social sustainability theory,” Technol. Soc., vol. 75, p. 102383, Nov. 2023, doi: 10.1016/j.techsoc.2023.102383.

A. Almufarreh and M. Arshad, “Promising Emerging Technologies for Teaching and Learning: Recent Developments and Future Challenges,” Sustainability, vol. 15, no. 8, p. 6917, Apr. 2023, doi: 10.3390/su15086917.

S. Sularso, Q. Yu, and A. Pranolo, “Advancing computer science in education: integrating digital music technology into elementary school music programs,” in E3S Web of Conferences, 2024, vol. 501, p. 1019, doi: 10.1051/e3sconf/202450101019.

H. Poser, “Technology and Necessity,” Monist, vol. 92, no. 3, pp. 441–451, 2009, doi: 10.5840/monist200992325.

R. Ronning and M. Knutagard, Innovation in Social Welfare and Human Services. Routledge, 2015.doi: 10.4324/9781315849812

A. Szymkowiak, B. Melovic, M. Dabic, K. Jeganathan, and G. S. Kundi, “Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people,” Technol. Soc., vol. 65, p. 101565, May 2021, doi: 10.1016/j.techsoc.2021.101565.

M. Darby and L. Zucker, “Innovation, Competition and Welfare Enhancing Monopoly,” Cambridge, MA, Mar. 2006. doi: 10.3386/w12094

M. Davis and K. Laas, “‘Broader Impacts’ or ‘Responsible Research and Innovation’? A Comparison of Two Criteria for Funding Research in Science and Engineering,” Sci. Eng. Ethics, vol. 20, no. 4, pp. 963–983, Dec. 2014, doi: 10.1007/s11948-013-9480-1.

W. Imms and T. Kvan, Teacher Transition into Innovative Learning Environments. Singapore: Springer Nature Singapore, 2021.doi: 10.1007/978-981-15-7497-9

J. Zhang, “Technology-supported learning innovation in cultural contexts,” Educ. Technol. Res. Dev., vol. 58, no. 2, pp. 229–243, Apr. 2010, doi: 10.1007/s11423-009-9137-6.

I. Schrittesser, S. Gerhartz Reiter, and A. Paseka, “Innovative Learning Environments: About Traditional and New Patterns of Learning,” Eur. Educ. Res. J., vol. 13, no. 2, pp. 143–154, Apr. 2014, doi: 10.2304/eerj.2014.13.2.143.

J. Miranda et al., “The core components of education 4.0 in higher education: Three case studies in engineering education,” Comput. Electr. Eng., vol. 93, p. 107278, Jul. 2021, doi: 10.1016/j.compeleceng.2021.107278.

M. Zabolotniaia, Z. Cheng, E. Dorozhkin, and A. Lyzhin, “Use of the LMS Moodle for an Effective Implementation of an Innovative Policy in Higher Educational Institutions,” Int. J. Emerg. Technol. Learn., vol. 15, no. 13, pp. 172–189, Jul. 2020, doi: 10.3991/ijet.v15i13.14945.

M. Hernandez de Menendez, C. A. Escobar Diaz, and R. Morales Menendez, “Educational experiences with Generation Z,” Int. J. Interact. Des. Manuf., vol. 14, no. 3, pp. 847–859, Sep. 2020, doi: 10.1007/s12008-020-00674-9.

A. Tome and J. L. Coelho, “Physiotherapy Education in the Digital Era,” in Handbook of Research on Instructional Technologies in Health Education and Allied Disciplines, 2023, pp. 26–54. doi: 10.4018/978-1-6684-7164-7.ch002

K. K. Perkins and C. E. Wieman, “Innovative Teaching to Promote Innovative Thinking,” in Education for Innovation, BRILL, 2008, pp. 181–210. doi: 10.1163/9789087902858_010

M. Ikram and H. B. Kenayathulla, “Education quality and student satisfaction nexus using instructional material, support, classroom facilities, equipment and growth: Higher education perspective of Pakistan,” Frontiers in Education, vol. 8. pp. 1–15, 23-Mar-2023, doi: 10.3389/feduc.2023.1140971.

K. P. King, “Educational technology professional development as transformative learning opportunities,” Comput. Educ., vol. 39, no. 3, pp. 283–297, Nov. 2002, doi: 10.1016/S0360-1315(02)00073-8.

J. M. Fernández-Batanero, P. Román-Graván, M. M. Reyes-Rebollo, and M. Montenegro-Rueda, “Impact of educational technology on teacher stress and anxiety: A literature review,” Int. J. Environ. Res. Public Health, vol. 18, no. 2, pp. 1–13, 2021, doi: 10.3390/ijerph18020548.

C. K. Y. Chan, “A comprehensive AI policy education framework for university teaching and learning,” Int. J. Educ. Technol. High. Educ., vol. 20, no. 1, p. 38, Jul. 2023, doi: 10.1186/s41239-023-00408-3.

J. Looney, “Assessment and Innovation in Education,” 2009.

I. Fatima, “Role of Teachers To impart quality education for equitable learning.,” Shodh Sari-An Int. Multidiscip. J., vol. 02, no. 03, pp. 462–471, Jul. 2023, doi: 10.59231/SARI7619.

C. Avila Garzon, J. Bacca Acosta, Kinshuk, J. Duarte, and J. Betancourt, “Augmented Reality in Education: An Overview of Twenty-Five Years of Research,” Contemp. Educ. Technol., vol. 13, no. 3, p. ep302, Apr. 2021, doi: 10.30935/cedtech/10865.

Z. Yu, “A meta-analysis of the effect of virtual reality technology use in education,” Interact. Learn. Environ., vol. 31, no. 8, pp. 4956–4976, Nov. 2023, doi: 10.1080/10494820.2021.1989466.

A. Nguyen, H. N. Ngo, Y. Hong, B. Dang, and B. P. T. Nguyen, “Ethical principles for artificial intelligence in education,” Educ. Inf. Technol., vol. 28, no. 4, pp. 4221–4241, Apr. 2023, doi: 10.1007/s10639-022-11316-w.

H. Q. Yousaf, S. Rehman, M. Ahmed, and S. Munawar, “Investigating students’ satisfaction in online learning: the role of students’ interaction and engagement in universities,” Interact. Learn. Environ., vol. 31, no. 10, pp. 7104–7121, Dec. 2023, doi: 10.1080/10494820.2022.2061009.

H. J. Bang, L. Li, and K. Flynn, “Efficacy of an Adaptive Game-Based Math Learning App to Support Personalized Learning and Improve Early Elementary School Students’ Learning,” Early Child. Educ. J., vol. 51, no. 4, pp. 717–732, Apr. 2023, doi: 10.1007/s10643-022-01332-3.

F. Kamalov, D. Santandreu Calonge, and I. Gurrib, “New Era of Artificial Intelligence in Education: Towards a Sustainable Multifaceted Revolution,” Sustainability, vol. 15, no. 16, p. 12451, Aug. 2023, doi: 10.3390/su151612451.

Q. Zhang, “Secure Preschool Education Using Machine Learning and Metaverse Technologies,” Appl. Artif. Intell., vol. 37, no. 1, Dec. 2023, doi: 10.1080/08839514.2023.2222496.

J. Leng, D. Wang, W. Shen, X. Li, Q. Liu, and X. Chen, “Digital twins-based smart manufacturing system design in Industry 4.0: A review,” J. Manuf. Syst., vol. 60, pp. 119–137, Jul. 2021, doi: 10.1016/j.jmsy.2021.05.011.

M. Coeckelbergh, “Human development or human enhancement? A methodological reflection on capabilities and the evaluation of information technologies,” Ethics Inf. Technol., vol. 13, no. 2, pp. 81–92, Jun. 2011, doi: 10.1007/s10676-010-9231-9.

S. Timotheou et al., “Impacts of digital technologies on education and factors influencing schools’ digital capacity and transformation: A literature review,” Educ. Inf. Technol., vol. 28, no. 6, pp. 6695–6726, Jun. 2023, doi: 10.1007/s10639-022-11431-8.

V. Blok, “What is innovation? Laying the ground for a philosophy of innovation,” Techne Res. Philos. Technol., vol. 25, no. 1, pp. 72–96, 2021, doi: 10.5840/techne2020109129.

F. Pinkow, “Creative cognition: A multidisciplinary and integrative framework of creative thinking,” Creat. Innov. Manag., vol. 32, no. 3, pp. 472–492, Sep. 2023, doi: 10.1111/caim.12541.

S. Criollo C, A. Guerrero Arias, A. Jaramillo Alcazar, and S. Lujan Mora, “Mobile Learning Technologies for Education: Benefits and Pending Issues,” Appl. Sci., vol. 11, no. 9, p. 4111, Apr. 2021, doi: 10.3390/app11094111.

A. Muhazir and H. Retnawati, “The teachers’ obstacles in implementing technology in mathematics learning classes in the digital era,” J. Phys. Conf. Ser., vol. 1511, no. 1, p. 012022, Mar. 2020, doi: 10.1088/1742-6596/1511/1/012022.

V. Braun and V. Clarke, “One size fits all? What counts as quality practice in (reflexive) thematic analysis?,” Qual. Res. Psychol., vol. 18, no. 3, pp. 328–352, Jul. 2021, doi: 10.1080/14780887.2020.1769238.

M. C. Howell Smith and P. Shanahan Bazis, “Conducting Mixed Methods Research Systematic Methodological Reviews: A Review of Practice and Recommendations,” J. Mix. Methods Res., vol. 15, no. 4, pp. 546–566, Oct. 2021, doi: 10.1177/1558689820967626.

A. M. Miftachul Huda, Azmil Hashim, Kamarul Shukri Mat Teh, K. Shankar, B. Ayshwarya, Phong Thanh Nguyen, Wahidah Hashim, “Learning Quality Innovation through Integration of Pedagogical Skill and Adaptive Technology,” Int. J. Innov. Technol. Explor. Eng., vol. 8, no. 9S3, pp. 1538–1541, Aug. 2019, doi: 10.35940/ijitee.I3321.0789S319.

N. Noddings, “Educational leaders as caring teachers,” Sch. Leadersh. Manag., vol. 26, no. 4, pp. 339–345, Sep. 2006, doi: 10.1080/13632430600886848.

R. Gul, T. Tahir, and U. Ishfaq, “Perspectives of the Teachers on Challenges and Possibilities to Online System of Education amid COVID-19 Outbreak in Balochistan, Pakistan,” SAGE Open, vol. 13, no. 1, p. 215824402311550, Jan. 2023, doi: 10.1177/21582440231155063.

Restu Rahayu and Sofyan Iskandar, “Kepemimpinan Transformasional Kepala Sekolah Dalam Pembelajaran Abad 21 Di Sekolah Dasar,” J. Elem. Edukasia, vol. 6, no. 2, pp. 287–297, Jun. 2023, doi: 10.31949/jee.v6i2.5484.

P. J. R. Macaulay, L. R. Betts, J. Stiller, and B. Kellezi, “‘The more public it is, the more severe it is’: teachers’ perceptions on the roles of publicity and severity in cyberbullying,” Res. Pap. Educ., vol. 36, no. 6, pp. 726–753, Nov. 2021, doi: 10.1080/02671522.2020.1767183.

P. Redmond, J. V. Lock, and V. Smart, “Pre-service teachers’ perspectives of cyberbullying,” Comput. Educ., vol. 119, pp. 1–13, Apr. 2018, doi: 10.1016/j.compedu.2017.12.004.

V. Oliver and S. Flicker, “Declining nudes: Canadian teachers’ responses to including sexting in the sexual health and human development curriculum,” Sex Education. pp. 1–16, 27-Apr-2023, doi: 10.1080/14681811.2023.2204223.

Downloads

Published

2023-11-26

Issue

Vol. 10 No. 2 (2023): November

Section

Articles

License

Authors who publish in JURNAL JPSD (Jurnal Pendidikan Sekolah Dasar) agree to the following terms:

  1. Authors retain copyright and grant the JURNAL JPSD (Jurnal Pendidikan Sekolah Dasar) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in JURNAL JPSD (Jurnal Pendidikan Sekolah Dasar).
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in JURNAL JPSD (Jurnal Pendidikan Sekolah Dasar).
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

    Lisensi Creative Commons

    This work is licensed under a Creative Commons Attribution 4.0 International License