Parabelem T. D. Rompas, Stevani Alen Nelwan, Rendy Maxsi Iroth, Juneitly Margret Simboh, Johan Reimon Batmetan

Challenges and Strategies of Informatics Teachers in Integrating Interactive Technology in Classrooms

Introduction

Challenges and strategies of informatics teachers in integrating interactive technology in classrooms. Explore challenges and strategies for informatics teachers integrating interactive technology in classrooms. Discover solutions for limited infrastructure, teacher competence, and student readiness to enhance digital learning.

Abstract

This study aims to identify the challenges faced by informatics teachers in integrating interactive technology into classroom learning and the strategies used to overcome these obstacles. A descriptive qualitative approach was employed with data collected through in-depth interviews, classroom observations, and document analysis. The findings reveal four major categories of challenges: limited digital infrastructure, teachers’ technological competence, varied student readiness, and limited instructional time. Informatics teachers addressed these challenges through self-training, the use of lightweight and free applications, strengthening teacher collaboration, developing interactive learning materials, and implementing more structured digital classroom management. The study recommends enhanced institutional support through the provision of appropriate devices, continuous training, and reinforcement of digital learning policies to achieve optimal integration of interactive technology.

Review

This study, "Challenges and Strategies of Informatics Teachers in Integrating Interactive Technology in Classrooms," addresses a highly pertinent issue in contemporary education: the effective integration of interactive technology. The paper clearly articulates its aim to identify both the obstacles faced by informatics teachers and the practical strategies they employ to overcome these challenges. Utilizing a descriptive qualitative approach, which included in-depth interviews, classroom observations, and document analysis, the research design appears robust and appropriate for exploring the nuanced experiences of educators in this dynamic field. The findings presented are comprehensive and insightful, categorizing challenges into four critical areas: deficiencies in digital infrastructure, varying levels of teachers’ technological competence, diverse student readiness, and constraints on instructional time. Crucially, the study doesn't merely highlight problems but also details the proactive strategies adopted by informatics teachers. These include self-training initiatives, leveraging accessible and free applications, fostering teacher collaboration, developing tailored interactive learning materials, and implementing structured digital classroom management techniques. This dual focus on challenges and teacher-led solutions, underpinned by rigorous qualitative data collection, is a significant strength of the research. The study culminates in practical and actionable recommendations for institutional support, advocating for enhanced provision of appropriate devices, continuous professional development, and the reinforcement of supportive digital learning policies. These recommendations directly align with the identified challenges, suggesting a clear pathway for achieving optimal integration of interactive technology in the classroom. Overall, this research provides a valuable contribution to the literature on educational technology and teacher professional development, offering a robust understanding of the realities faced by informatics teachers and proposing concrete steps for fostering a more technologically integrated and effective learning environment.

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