Technology Integration in Indonesian Language Teaching: Insights From TPACK, SAMR, and TAM Frameworks
DOI:
https://doi.org/10.17507/tpls.1611.22Keywords:
language learning, SAMR, TAM, technology integration, TPACKAbstract
The adoption of technology in language instruction has brought substantial changes to the educational landscape; however, challenges remain in bridging the gap between its potential benefits and its practical application among educators. This study examines the use of digital technology tools by Indonesian language teachers and pre-service teachers’ perceptions of technology use in learning processes. The study employed a mixed-methods approach involving five Indonesian language teachers from five schools and 112 pre-service teachers from five universities. Data analysis was guided by three established theoretical frameworks: the Technology Acceptance Model (TAM), the Substitution Augmentation Modification Redefinition (SAMR) framework, and Technological Pedagogical Content Knowledge (TPACK). Qualitative data were obtained through interviews with in-service teachers, while quantitative data were collected through questionnaires administered to pre-service teachers. The findings revealed significant convergence between the two groups in their preference for efficient and user-friendly tools. Pre-service teachers emphasised interactivity and active engagement, whereas experienced teachers prioritised effective classroom management and pedagogical accuracy. This study offers theoretical and practical contributions to the development of educators’ digital competencies, particularly in the context of language education in regions with limited digital infrastructure.
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