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

Abstract

Technological advances require teachers to adapt and demonstrate their readiness to integrate ICT into the learning process. 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. The research 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 by 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, as seen in consistent lesson planning, use of ICT for teaching and administration, and independent problem solving; 3) Communication, demonstrated by the clear delivery of information, 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, and participation in training.