Original Research

Elementary teachers’ perspective on Nearpod in flipped classrooms

Elfia Sukma, Syahrul Ramadhan, Inti Ikhlasani
South African Journal of Childhood Education | Vol 14, No 1 | a1472 | DOI: https://doi.org/10.4102/sajce.v14i1.1472 | © 2024 Elfia Sukma, Syahrul Ramadhan, Inti Ikhlasani | This work is licensed under CC Attribution 4.0
Submitted: 10 November 2023 | Published: 26 April 2024

About the author(s)

Elfia Sukma, Department of Language Teaching, Faculty of Language and Arts, Universitas Negeri Padang, Padang, Indonesia
Syahrul Ramadhan, Department of Indonesian Language and Regional Literature, Faculty of Language and Arts, Universitas Negeri Padang, Padang, Indonesia
Inti Ikhlasani, Department of Indonesian Language and Regional Literature, Faculty of Language and Arts, Universitas Negeri Padang, Padang, Indonesia

Abstract

Background: The increased use of technology in education has prompted the investigation of innovative media that can support modern-era learning.

Aim: This study aims to investigate elementary school teachers’ perceptions, based on their years of experience, regarding the use of Nearpod as an innovative medium in flipped classrooms.

Setting: The research cohort comprised all elementary school teachers in West Sumatra, with 153 participants serving as the sample.

Methods: The study utilised a quantitative methodology and questionnaires as the data collection technique.

Results: Using Nearpod in elementary school flipped classrooms had positive outcomes. However, teachers’ years of experience did not significantly correlate with their perspectives on instructional media or Nearpod in a flipped classroom. A notable 69.3% of teachers disagreed with the use of diverse learning, indicating potential limitations in their learning resources and familiarity with new technology. Additionally, 37.3% of teachers expressed low agreement with the idea that flipped classroom-based Nearpod would help them deliver lesson materials, suggesting that this teaching model may not align with their preferred teaching style.

Conclusion: The research results indicate that the duration of teaching (which may be correlated with age) does not significantly show differences in technology perception in teaching.

Contribution: This study reveals a challenge in integrating innovative technology into traditional teaching. Despite positive outcomes with Nearpod in flipped classrooms, there is a displayed hesitancy among educators towards embracing diverse learning methods.


Keywords

elementary school teaching; flipped classroom; innovative medium; Nearpod; teacher’s perspective.

Sustainable Development Goal

Goal 4: Quality education

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