Exploring Teacher Perceptions and Motivations to ICT Use in Learning Activities in Indonesia

Abstract

Aim/Purpose: This study aims to investigate the perceptions and motivations of state senior high school teachers in rural districts in Indonesia towards ICT use in learning activities. Background: In 2013, Indonesian government launched an ICT-based curriculum known as 2013 Curriculum. According to this curriculum, ICT must be integrated into all subjects as learning resources and media. Even though there are growing numbers of research investigating teacher perceptions and motivation to ICT use in teaching and learning process, little has focused on teachers in rural districts in Indonesia. Research on ICT use in education in Indonesia generally focuses on teachers in urban areas. Methodology: The data of this study were collected through a set of questionnaires administered to 616 senior high school teachers from four rural districts in Indonesia. The questionnaire reliability was analyzed using the Cronbach Alpha with the help of SPSS software. The percentage was mainly used in the descriptive analysis. Whereas, Mann-Whitney U-test was used for inferential statistics as the data were not normally distributed. Contribution: Even though this study has limitation related to sample size, the results contribute to the existing theory and practice related to ICT integration in Indonesia. This study could be an incentive for improving readiness of teachers in rural areas regarding ICT use in learning activities. Findings: The results of this study indicated that the teachers had a good level of perception and motivation toward ICT integration in learning activities. However, they still faced with several issues related to facilities and technical expertise. Recommendations for Practitioners: The school principals together with related parties in the Education Office have to work together in designing IT training programs for teachers so that they have more knowledge and skills related to the use of ICT in teaching and learning activities and at the same time they can increase their confidence in using ICT. The government as a policy-maker should provide financial support for the schools to adequately provide ICT equipment needed in schools, as well as to prepare the necessary facilities and infrastructure. Recommendation for Researchers: In terms of ICT use in learning activities, more research needs to be done on the relationship between the use of ICT and students’ attainment in rural districts context. Impact on Society: This study suggests that teachers in rural districts in Indonesia have good perceptions of ICT integration in learning activities. However, to apply ICT-based curriculum as expected by the government, it is important for teachers to continue improving their ability and enriching their knowledge related to the use of ICT through training, both held by schools or other institutions so that teachers can vary their teaching methods or teaching strategies. Future Research: Further research may address how the use of ICT in learning activities affects students’ attainment in rural district context.

Teachers’ Perspectives on the Implementation of Information and Communication Technology in Language Teaching

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“…According to the 2013 curriculum, the use of ICT has become a necessity. This policy is stated on the Regulation Number 65/2013 of the Republic of Indonesia on the Standard Process of Primary and Secondary education (Nuh, 2013, as cited in Mahdum, Hadriana & Safriyanti, 2019). To meet the goals of this new curriculum, many schools tried hard to equip ICT facilities in their schools, such as the provision of computer laboratories, projectors, etc.…”

Teachers’ Practices and Perceptions of the Use of ICT in ELT Classrooms in the Pre-Covid 19 Pandemic Era and Suggestions for the 'New Normal'

“…According to Ibrahim (2004), the lack of equipment and connectivity in schools especially in rural areas has been one of the biggest challenges faced by Malaysian schools. However, according to Mahdum, Hadriana and Safriyanti (2019), it is essential to examine all these barriers as it is important in improving the readiness of teachers especially in rural areas regarding ICT use in the teaching and learning activities. Thus, this study expands upon previous studies, and investigated the use of ICT in the English Language classrooms in Malaysian schools.…”

Trends in Using ICT Resources by Professors in HEIs (Higher Education Institutions)

“…As regards to this, Qasem and Viswanathappa (2016) and Mahdum et al (2019) state that the use and appropriation of ICT in classrooms represent complex processes. They do not only depend on the quality of the infrastructure and provision or the access to resources, but also on the interest and appropriation of professors to use them pedagogically to improve their classroom work, and thus to obtain students' significant learning (Anaya et al 2012;Morffe, 2010;Salinas, 2004).…”