Enhancing Teacher Capacity through Interactive Flat Panel Integration in Primary English Classrooms

Abstract

The integration of digital technologies in primary education has increased the need to understand how technology contributes not only to classroom instruction but also to teachers’ professional capacity. This study aimed to examine the utilization of the Interactive Flat Panel (IFP) in English language teaching and explore its contribution to strengthening teachers’ instructional capacity in an Indonesian primary school. A qualitative single-case study was conducted at SDN 1 Kamulan using interviews, classroom observations, and document analysis. Data were analyzed through thematic analysis following Miles, Huberman, and Saldaña’s interactive model, while the findings were interpreted using the Technological Pedagogical Content Knowledge (TPACK) and Substitution, Augmentation, Modification, and Redefinition (SAMR) frameworks. The findings revealed that the IFP was utilized as an instructional presentation medium, an interactive learning tool, a digital assessment platform, and a gateway to digital learning resources. Its implementation strengthened teachers’ instructional capacity through technology-supported lesson planning, interactive instructional practices, digital assessment, and reflective professional development. The study also identified school leadership support, teacher collaboration, and technical assistance as enabling factors, whereas limited digital competence, technical issues, and infrastructure constraints remained significant challenges. These findings suggest that the educational value of the IFP lies in its capacity to support sustainable teacher development through meaningful technology integration in primary English language teaching.