Investigating Grade Five Teachers’ Integration of Technology in Teaching Reading Comprehension Using the TPACK Framework

Abstract

Integrating technology effectively in the classroom is essential to ensure a beneficial learning experience for students. This study aimed to investigate teachers' integration of technology when teaching reading comprehension and the factors influencing their integration. The teachers' technology integration was assessed using the TPACK framework's lens. The research method used was a qualitative approach. In this study, two fifth-grade teachers in Barru Regency, South Sulawesi Province, Indonesia, became the research subjects. The data was collected by class observation, interview, and document analysis. The study found that teachers in this study mostly used PowerPoint presentations using a laptop and LCD when teaching reading comprehension. It was used primarily to show the lesson's objectives to be studied and reading texts to be read by students. This study indicated that their technology integration was influenced by how they view technology as a means to make teaching easier, combined with their limited strategies for teaching reading comprehension. The findings suggest teachers need support in understanding and implementing the TPACK framework to assist them in integrating technology into their lessons to provide learning experiences for students, particularly in reading comprehension.