Elementary teachers’ perspective on Nearpod in flipped classrooms
South African Journal of Childhood Education
| Field | Value | |
| Title | Elementary teachers’ perspective on Nearpod in flipped classrooms | |
| Creator | Sukma, Elfia Ramadhan, Syahrul Ikhlasani, Inti | |
| Description | 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. | |
| Publisher | AOSIS | |
| Date | 2024-04-26 | |
| Identifier | 10.4102/sajce.v14i1.1472 | |
| Source | South African Journal of Childhood Education; Vol 14, No 1 (2024); 10 pages 2223-7682 2223-7674 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://sajce.co.za/index.php/sajce/article/view/1472/2783
https://sajce.co.za/index.php/sajce/article/view/1472/2784
https://sajce.co.za/index.php/sajce/article/view/1472/2785
https://sajce.co.za/index.php/sajce/article/view/1472/2786
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