Elementary teachers’ perspective on Nearpod in flipped classrooms

Abstract

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.

Keywords

• elementary school teaching
• flipped classroom
• innovative medium
• nearpod
• teacher’s perspective.