Smart Boards in Steam Learning: Unveiling Challenges and Benefits in Elementary Schools

Abstract

This study examined elementary school teachers’ experiences of using smart boards in STEAM learning, focusing on their pedagogical uses, perceived affordances, and implementation constraints. Using a qualitative descriptive case study approach, this study involved ten public elementary school teachers in Central Java, Indonesia, selected through purposive sampling. Data were collected using a triangulation technique comprising semi-structured in-depth interviews, direct classroom observations, and documentation, specifically lesson plans and students' digital work. Data analysis was conducted thematically, following Braun and Clarke’s (2006) six-stage model. The findings indicate that, in terms of benefits, the use of smart boards fosters student curiosity, facilitates the visualization of abstract concepts, and boosts students' enthusiasm for learning. Conversely, the primary challenges identified include a lack of regular professional training, operational technical issues, slow curriculum adaptation, and high demands on teachers' creativity in designing interactive content. Maximizing the utility of these tools requires synergy among three parties: feature developers, policymakers, and teachers.