From Substitution to Transformation: Novice English Teachers’ Practices in Technology Integration Using the SAMR Model
Keywords:
Novice English Teacher, Technology Integration, SAMR ModelAbstract
This study investigates how novice English teachers integrate educational technology into classroom instruction using the SAMR model as an analytical framework. While previous studies have highlighted teachers’ use of digital tools, limited research has examined the depth of pedagogical integration among early-career teachers in Indonesian contexts. This qualitative study involved semi-structured interviews and classroom observations with novice English teachers at the secondary school level. The findings reveal that commonly used technologies include WhatsApp, YouTube, Canva, Quizizz, and Jamboard, primarily utilized for communication, content delivery, and student engagement. However, most practices remain at the Substitution and Augmentation levels, indicating limited pedagogical transformation. The study highlights that novice teachers’ technology integration is constrained by insufficient pedagogical training, limited confidence, and lack of institutional support. This research contributes to the understanding of early-career teachers’ digital practices and emphasizes the need for targeted professional development to promote transformative technology integration in language classrooms.
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