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CHALLENGES AND ADAPTIVE STRATEGIES IN THE USE OF TECHNOLOGY-BASED LEARNING MEDIA IN ELEMENTARY SCHOOL
Abstract
Technology integration in rural elementary schools depends on how available resources are used under local constraints. This descriptive qualitative study examined challenges in technology-based learning media and the teacher’s adaptive strategies in Grade V at SD Inpres Pombewe, Indonesia. Data were collected through non-participant observations, semi-structured interviews with the principal, the Grade V teacher, and three students, and document analysis. The findings identified eight interconnected challenges: shared-device access, limited student access to devices, unreliable electricity and internet, infrequent formal technology training, additional teacher preparation time, difficulties operating devices among some students, differences in family support as perceived by school participants, and concerns about unsupervised digital use outside school. The teacher responded by selecting media flexibly, prioritizing laptops, engaging in school-based and self-directed professional learning, preparing offline materials, and using printed worksheets and local environmental resources. These responses illustrate how instructional decisions were adapted to device availability, infrastructure reliability, and classroom conditions to support learning continuity. This single-classroom case highlights the importance of addressing access, opportunities for direct technology use, professional support, and pedagogical adaptation together.
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DOI: http://dx.doi.org/10.32934/jmie.v10i2.991
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