Teacher Rediness in Utilizing ICT for Learning in the Digital Era at Elementary School

Abstract

Rapid technological advances require teachers to adapt and demonstrate their readiness to integrate ICT into learning. This qualitative descriptive study aims to investigate teachers' readiness to use ICT at Muhammadiyah Macanan Elementary School, as well as the supporting and inhibiting factors. Participants included the principal, six classroom teachers, and six students. Data were collected through observation, interviews, and documentation, then analyzed through the stages of collection, reduction, presentation, and conclusion drawing. The findings show teachers' readiness in four areas of competence: 1) Creativity, as demonstrated through active use of ICT, mastery of basic digital skills and online tools, and the ability to independently create or modify ICT-based learning media; 2) Critical Thinking, evident in consistent lesson planning, the use of ICT for teaching and administration, and independent problem solving; 3) Communication, evidenced by the ability to convey information clearly, both verbally and in writing, using various types of media (audio, visual, audiovisual); and 4) Collaboration, reflected in effective cooperation with students and colleagues. The main supporting factors include adequate facilities, teacher motivation and commitment to continuous learning in ICT, participation in relevant training, and school leadership that supports ICT integration. The main inhibiting factor is the digital divide influenced by the age of teachers. This study emphasizes the importance of overcoming demographic barriers and maintaining a supportive ecosystem to improve teacher ICT integration in primary education.