The Impact of Technology Integration in English Language Teaching at SMAN 1 Gunungsari

Abstract

Technology integration is increasingly central to English language teaching, yet evidence remains limited on how teachers in Indonesian secondary schools experience newly introduced centralized classroom technologies such as Interactive Flat Panels (IFPs) in relation to pedagogy, classroom management, and local constraints. This descriptive qualitative study explored three English teachers’ perceptions of technology integration at SMAN 1 Gunungsari, the challenges they experienced, and the strategies they used to address those challenges. Participants (F1, F2, and F3) were selected purposively because they taught English at the school and had experience using digital technologies. Data were generated primarily through semi-structured interviews and supplemented by a structured teacher questionnaire. The data were organized around the three research questions, compared across participants, and interpreted using Technological Pedagogical Content Knowledge (TPACK) as an interpretive framework. Teachers perceived technology as supporting access to learning resources, listening and pronunciation practice, student engagement, and classroom participation. They also described the IFP as a useful shared display that enabled multimedia presentation and could reduce reliance on individual smartphones. These perceived benefits were conditional: limited vocabulary, uneven technological competence, workload, shared access to IFPs, connectivity and electricity problems, and student distraction constrained implementation. Teachers responded through training, peer collaboration, continuous learning, lesson preparation, technical assistance, and flexible combinations of digital and conventional methods. The findings suggest that effective technology integration depends not only on device availability but also on teachers’ pedagogical orchestration, professional support, and school-level conditions.