Digital Technology Integration in Elementary English Language Teaching:

Abstract

The integration of digital technology in English Language Teaching (ELT) has changed the teaching and learning process, but its successful integration in elementary schools is highly dependent on teachers’ familiarity with technology and pedagogical digital literacy. This qualitative multi-site case study aimed to investigate how three elementary school English teachers in Wonosobo, Indonesia, integrate digital technology into their ELT classrooms by examining their instructional practices, implementation procedures, student engagement patterns, and challenges encountered. The data were collected through classroom observations and semi-structured interviews with three teachers from three different elementary schools. Thematic analysis revealed that teachers used PowerPoint, Youtube, Quizizz, Google Forms, Canva, and digital storytelling applications adopting scaffolding pedagogical approaches. Technology integration positively affected students’ behavioral, emotional and cognitive engagement, which led to increased motivation, participation and vocabulary retention. However, teachers faced many challenges such as technical difficulties (e.g., unstable internet, limited devices, outdated equipment), pedagogical difficulties (e.g., distraction, digital literacy levels) and institutional difficulties (e.g., lack of support, budget constraints, increased workload). Teachers showed resilience in developing contingency plans, implementing classroom management strategies, and establishing collaborative arrangements. The findings add to the existing knowledge on technology integration in Indonesian primary education and offer practical recommendations for teachers, schools, and policymakers to encourage effective use of technology to engage young learners.