Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP
Hendra Tedjasuksmana
Universitas Katolik Widya Mandala Surabaya, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Primary English Teachers’ Technology Integration Experiences: A Cross-Cultural Narrative Inquiry Hertiki Hertiki; Hendra Tedjasuksmana; Y.G. Harto Pramono; Saran Chantalay
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 13 No. 1 (2026): June
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v13i1.19444

Abstract

The rapid advancement of technology has significantly reshaped educational practices, particularly in primary English classrooms. While previous research has largely focused on the technical and pedagogical dimensions of technology integration, limited attention has been given to teachers’ personal narratives across diverse cultural contexts. Addressing this gap, this study examines how four primary English teachers from Norway, Indonesia, Malaysia, and Scotland narrate their experiences of integrating technology, with emphasis on emotion, reflection, and professional identity. Adopting a narrative inquiry approach, data were collected through in-depth online interviews and were analyzed thematically to construct contextualized accounts of teachers’ transitions from traditional to digital practices. The findings reveal three key insights: (1) technology integration presents both opportunities and challenges; (2) teachers’ use of technology is shaped by personal motivation, professional identity, and infrastructural support; and (3) while technology enhances student engagement, confidence, and participation, it also introduces challenges related to time management, digital inequality, and developmental appropriateness. Although limited by a small sample size and context-specific design, the study offers important implications for teacher-centered professional development and policy initiatives aimed at ensuring equitable access to technological resources. It further underscores the importance of teacher agency and context-sensitive support in fostering inclusive, meaningful, and sustainable technology integration in primary education. Future research should involve larger samples, more diverse educational settings, and mixed-method approaches to extend and validate these findings.
Co-Authors Hertiki Hertiki Saran Chantalay Y.G. Harto Pramono