Rethinking Digital Learning Readiness through Smart TV Utilization in Early Childhood Education

Abstract

The integration of digital technology has become an important strategy for enhancing learning quality in Early Childhood Education (ECE). This study aimed to analyze the utilization of Smart TV as a learning medium and identify the factors influencing its implementation in an early childhood education setting. The research employed a qualitative descriptive approach conducted at TK Negeri Pembina Lumbung, Indonesia. Data were collected through observations, semi-structured interviews, and documentation, and analyzed using the Miles and Huberman interactive model. The findings revealed that Smart TV was effectively utilized to support thematic learning, educational videos, coding activities, and school communication programs. Teachers demonstrated adequate readiness and competence in operating the technology and integrating digital resources into learning activities. Children responded positively through increased engagement, participation, and learning motivation. However, the primary challenge was not teacher competence, as commonly reported in previous studies, but infrastructural limitations, particularly unstable internet connectivity and electricity interruptions. These findings suggest that successful digital learning implementation depends not only on technological devices and teacher readiness but also on reliable supporting infrastructure. The study contributes to the discourse on educational digital transformation by highlighting infrastructure readiness as a critical determinant of sustainable technology integration in early childhood education.