Narrative Inquiry into Teachers' Technology Readiness for Effective Classroom Management

Abstract

Technology readiness of teachers is considered important in the current learning process, as it plays a vital role in improving the quality of education. This study aims to explore teachers’ experiences in classroom management, including planning, implementation, and evaluation with the support of digital technology. A qualitative approach using a narrative inquiry design was employed. Data were collected through in-depth interviews and classroom observations involving seven teachers from urban primary schools in Surakarta City, Indonesia, selected through purposive and snowball sampling. Data were analyzed with narrative analysis. The findings reveal that teachers' technological readiness in the planning stage is demonstrated by their ability to integrate digital tools, utilise educational videos, and prepare interactive learning media in their lesson plans. During implementation, teachers' technology readiness was demonstrated by their ability to operate devices such as laptops, LCD projectors, and Chromebooks independently, while also employing applications like Canva, Quizizz, and Liveworksheet to promote active and creative student participation in the classroom. In the evaluation stage, teachers applied both process- and product-based assessments using digital tools such as Google Forms and performance rubrics to measure students’ creativity and digital competencies. This research makes a significant contribution to the field of education by providing empirical data on teachers’ technological readiness and underscores the importance of continuous professional development and adequate infrastructure to support the effectiveness of technology-enhanced learning environments.