TECHNOLOGICAL MINDSETS AND TECHNOLOGY INTEGRATION IN ELEMENTARY SCHOOLS: EVIDENCE FROM THE TECHNOLOGY INTEGRATION MATRIX FOR DIGITAL CLASSROOM TRANSFORMATION

Abstract

The rapid development of digital technologies has increased the need for teachers to
integrate technology effectively into classroom learning. However, technology integration
depends not only on access to digital tools but also on teachers' technological readiness, beliefs,
and pedagogical capacity. This study aimed to examine elementary school teachers' technological
mindset, describe classroom technology integration using the Technology Integration Matrix
(TIM), and analyze the relationship between technological mindset and technology integration. A
quantitative cross-sectional explanatory survey was conducted with 164 elementary school
teachers from various provinces in Indonesia. Data were collected using a structured questionnaire
that measured technological mindset and five dimensions and five levels of technology integration,
based on TIM. Descriptive statistics, Pearson product-moment correlation, and simple linear
regression were employed at the 0.05 significance level. The findings showed that teachers had a
high level of technological mindset, whereas classroom technology integration was moderate.
Among the five TIM dimensions, Active Learning was the strongest, while Goal-Directed
Learning was the weakest. The technological mindset was positively and significantly associated
with technology integration (r = .245, p = .002). Regression analysis also showed that
technological mindset significantly predicted technology integration (B = .420, p = .002), although
the model explained only 6.0% of the variance. These findings indicate that a technological
mindset is an important enabling condition for technology integration, but it is not sufficient to
achieve digital classroom transformation. Effective transformation requires the interaction of
technological readiness, pedagogical competence, instructional design, professional development,
infrastructure, and institutional support.