<![CDATA[The integration of Interactive Flat Panels (IFPs) into elementary education has become an important effort to create more interactive learning environments. However, the effectiveness of this technology depends largely on teachers’ empirical experiences and classroom readiness. This study aimed to describe teachers’ experiences and perspectives regarding the implementation of IFPs in elementary school learning. This descriptive qualitative study involved six teachers from two elementary schools in Blitar Regency, selected through purposive sampling based on their direct involvement in IFP use. Data were collected through open-ended questionnaires and non-participant observations and analyzed using the Miles and Huberman interactive model, comprising data reduction, data display, and conclusion drawing. The findings revealed that IFP use provided teachers with positive experiences, particularly in facilitating visual and innovative content delivery. This approach was considered relevant to elementary students’ concrete operational cognitive development, contributing to increased attention, enthusiasm, and conceptual understanding. However, operational challenges remained, including unstable internet connectivity and limited teacher digital literacy regarding advanced IFP features. Teachers addressed these challenges through self-directed exploration and peer discussions. In conclusion, IFPs have considerable potential to enhance interactive learning, provided that adequate infrastructure and continuous teacher support programs are available.]]>
