Elementary Teachers' Perspective on Nearpod in Flipped Classrooms

Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index

Y

10

Foreign Countries; Educational Technology; Elementary School Teachers; Teacher Attitudes; Technology Uses in Education; Flipped Classroom; Teaching Experience; Correlation; Online Courses; Electronic Learning

0256-0100
2076-3433

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.

As Provided

2024

EJ1426175