Elementary School Teachers’ Perceptions of Digital Technology Based Learning in the 21 Century: Promoting Digital Technology as the Proponent Learning Tools

This study aims to identify elementary school teachers’ perceptions of digital based learning in the 21 century. Data of this phenomenological qualitative study were collected through interviews with ten teachers in the Special Region of Yogyakarta, and the validity was tested using source triangulation techniques. The data analysis used descriptive data analysis techniques, including data condensation, data display, and drawing conclusion. The results show that teachers consider digital integration in elementary schools to bring positive changes, both in the process and student learning outcomes. It is proven by student responses in the form of increased motivation, activity, enthusiasm, and critical thinking skills. The findings confirm two things. First, the main factor for the success of digital based learning does not depend on the availability of digital equipments, rather in the competence of the teachers (digital skills, creative thinking, and communication skills). Second, teachers in schools with digital technology infrastructure have better performance in implementing digital based learning than those without the infrastructure. This study has implications for the development trends of the competencies of elementary school teachers. Apparently, digital literacy needs special attention in the development of four teacher competencies. Therefore, teachers can keep up with the era and the tendencies of student characteristics.


INTRODUCTION
Digital technology and information advances nowadays have implications for learning patterns in schools. The emergence of digital based learning innovations, such as e-learning, virtual classes, game-based learning, interactive multimedia, computer-based learning, and so on fosters student's independent learning. Learning is not only limited by classroom partitions and time, but can browse information online through computers and smartphones, so that the 21 st century demands innovation in the learning process (Wahyudi, 2019). There are many things unexplored by the global community related to the position of digital technology in the eyes of educators and education stakeholders. Some elementary school level studies in Indonesia notes that learning has been equipped with digital based facilities, including computers and the internet, but not all levels integrate digital based learning because some teachers only use it as an administrative function (Mundy, Kupczynski, & Kee, 2012).
Current learning patterns illustrate that not all teachers apply digital based learning in the classroom. Some study results mention the integration of digital technology in learning has obstacles, in which teachers are not able to utilize digital technology in the classroom due to lack of knowledge, skills, training, self-confidence, and limited facilities (Amuko & Miheso-O'Connor, 2015;Hadriana, 2017;Mirzajani, Mahmud, Ayub, & Luan, 2015). Factors causing the low utilization of digital technology in learning are computer self-efficacy, computer and information technology support, teachers' teaching experience, pedagogical Miftahul Jannah,Lantip Diat Prasojo,Mohammad Adam Jerusalem,Elementary School Teachers' Perceptions… Al Ibtida: Jurnal Pendidikan Guru MI,Vol. 7 No.1, June 2020 3 skills and practices, and the development of teachers' professional abilities in integrating digital technology in learning (Gilakjani, 2013). A study shows that the utilization of digital technology by teachers is still low and teachers do not have good self-confidence in using digital technology, thus indicating the lack of teachers' experience about technology (Hassan & Sajid, 2013).
Digital based learning can provide an interesting and enjoyable learning atmosphere, so students are active and obtain meaningful messages. The main benefits of digital based learning is overcoming learning problems and facilitating learning activities (Beetham & Sharpe, 2013). Another benefit is to make learning easier and more practical, especially in the 21 st century, in which learning orientation does not only develop academic abilities, but also independent learning abilities (Alwan, 2017;Tang & Chaw, 2016). More specifically, the utilization of technology provides greater opportunities for students in the process of building the knowledge and skills needed in the 21 st century (Januarisman & Ghufron, 2016).

Digital based learning with various interactive visualizations and simulations has an
impact on improving the quality of learning in terms of students' motivation and creativity (Gynther, 2016). Besides, the presence of digital devices must be collaborated with users, including teachers and students, who aim to improve the quality of learning, interaction, and students' participation (Asoodar, Vaezi, & Izanloo, 2016). Digital technology contributes to increase students' involvement in cognitive and intellectual understanding (Costley & Kevin, 2014). Based on the theory that students can respond positively to digital technology and build their motivation to learn, teachers must carry out activities that utilize technology and are aware of creating technology-based media (Granito & Chernobilsky, 2012 (Qasem & Viswanathappa, 2016). To find out the motivation of teachers in implementing digital technology in the learning process, it is very important to explore and identify teachers' perceptions to determine policies to achieve educational goals.
The results of previous studies show that the positive teachers' perception of digital technology can influence the learning process and motivate teachers in creating digital based learning resources (Dopo & Ismaniati, 2016). Thus, an understanding of technology and information is the initial foundation for integrating technology into learning (Ghavifekr et al., 2014). A world problem that occurs between developed and developing countries is that developed countries analyze artificial intelligence and how to implement it in the educational circumstances, while developing countries are still analyzing technological facilities, such as those found in classrooms (Skenderi & Skenderi, 2017).
The success of integrating digital technology in elementary schools largely depends on the role of the teacher. The teacher needs to apply it effectively in the classroom because it can provide many benefits. However, adopting digital technology is a big challenge for teachers in many countries (Kurt, 2010). A study conducted in Malaysia shows that all elementary school teachers are provided with basic training on the use of computers and the internet through courses and various training workshops (Hoque, Razak, & Zohora, 2012).
Schools in Malaysia facilitate the development of information and the use of digital technology for students according to their professional level (Kim, Choi, Han, & So, 2012).
Hence, a recent study reports that teachers in Malaysia generally have the readiness to integrate digital technology (Singh & Hussein, 2014). The use of technology can contribute to improving the quality of education (Bettaz, 2015). This indicates the high level of technology literacy in the ability and competence of teachers in Malaysian schools.
Other research findings of teachers' perceptions of digital based learning show that applying technology can motivate teachers to improve the quality of learning, professionalism, and creativity, such as creating presentation material that contains images, power points, animations, and videos (Fatimah, 2017). A study conducted by Quaicoe & Pata (2017) about the perspective of elementary school teachers on digital based teaching and learning in Ghana shows that the factors of digital culture and attitudes have an impact on the digital based activities done by teachers.
In Indonesia, the readiness of educators to utilize and integrate technology in the learning process is still a big problem today. The global gap requires an identification to find innovative solutions and new policies related to the use of digital technology in the learning process (Haryanto et al., 2018). This study is motivated by the limitations of previous studies. learning, the focus of the studies is in urban areas (Al-Munawwarah, 2014;Kristianto, 2017;Pramana, 2018).
This study fills the gap by expanding to one province, including cities and districts, both modern and peripheral schools in the Special Region of Yogyakarta. The objective of this study is to identify, explore, and describe issues related to the use of digital based technology in elementary schools in the Special Region of Yogyakarta. Through this study, it is expected to know the teachers' perceptions regarding digital based learning to answer the big problems that still occur in the educational environment in Indonesia. The purpose is that researchers get detailed information so that the results of this study contribute to improving the quality of education and creating effective learning innovations and discovering the results of the mindset of educators as people who design learning.

METHODS
The method used in this study is qualitative research. The type of research used is phenomenology, which is identifying elementary school teachers' perceptions of digital technology-based learning in the 21 st century. The research subjects were 10 elementary school teachers in Sleman, Bantul, and Yogyakarta. The sample selection was done by purposive sampling, which was choosing class teachers who teach at grade 1-6. The selection of respondents was not limited by age or length of work. The study was conducted at public and private schools located in cities and districts. Data collection techniques used interview guidelines with instruments adopted from ICT-enhanced Teacher Standards for Africa intended to make the research subjects describe personal information in more detail (Creswell, 2012).
The data analysis techniques used were data condensation, data display, and drawing conclusion. The validity test of the data used source triangulation (Miles, Huberman, & Saldana, 2014). The data condensation was carried out to classify the results of interviews into data tables to find answers from each respondent. The data display was done to present the results of identifying four aspects related to digital based learning. The conclusion was drawn to determine the final results of the research questions from the discussion related to the integration of digital technology in learning in elementary schools based on teachers' perceptions. The identification was done to find the teachers' perception whether digital based learning has been implemented well or digital technology is actually needed by elementary school teachers. In this study, the teachers were allowed to express constructive views and claims in the form of opinions, facts, expectations, and targets to be achieved in their perceptions.

Technology in Learning
Teachers' perceptions of the ability to integrate digital technology and the learning material can be observed from their pedagogical knowledge. Pedagogical knowledge in the use of digital devices in planning and implementing learning is needed by the teacher. Based on the results of interviews, it obtained that 8 out of 10 teachers have known about digital technology, that is everything related to Information and Communication Technology (ICT) in the form of computer hardware, hand phones, electronic devices, internet networks, applications, and social media that provide the speed of information. Ten teachers said that the schools have digital based technology facilities such as computers, laptops, projectors, LCDs, mobile phones (if needed), multimedia, and internet networks.
Based on the various perceptions expressed by the teachers, the implementation of digital technology is very supportive for the teachers in designing the learning process, including the phase of preparing the material, presenting the material, and administering the results of the assessment. The following is an excerpt from the statement of 4 teachers: Teacher A said, "The development of the material also uses the PowerPoint Presentation and Learning CDs if time allows". Teacher B said, "There is also a positive impact from digital technology, for example, making me easier for my administration in making lesson plans and designing materials, sometimes the internet is also a relevant source for finding the material I need".
Related to its implementation, all teachers use computers or laptops in planning and learning in class ranging from grades 1-6. For internet access, almost all schools have been able to access the internet if the authority is given to teachers and not students. Teacher C also explained regarding the use of applications and learning videos, even using multimedia once a month, in which the students do moving class in the laboratory. However, Teacher D emphasized that the use of digital technology depends only on the subject matter because it is needed to be understood that not all material can be digitalized". Regarding growing awareness or technological literacy for students, all teachers have tried to increase awareness of students to use technology through explanation and in-depth understanding of the advanced aspects of digital technology as a learning tool, because technological advances may not be able to limit children in using it, but the use of gadgets must be limited wisely and used at certain hours. Several teachers gave assignments for students to work with parents using mobile phones, but still under adult supervision; there are teachers who increased awareness by doing courses. Only 1 teacher does not provide technology awareness to students because it is limited to learning and is still teacher-centered.

Creativity in Digital Based Learning Situations
The findings related to students' learning culture in digital based learning situations in schools can be a reference for teachers to improve the quality of digital use. Many positive impacts result from the use of digital technology. 10 teachers who teach in 10 different schools, most of them revealed that by using digital technology in learning, it is fun and improves the quality of learning for students. The teachers said that the information obtained was faster and easier to be communicated with students' parents. The learning situations in using digital technology Enthusiastic in learning Excitement in taking lessons Students finally study independently and in groups Improving communication with other students High students' curiosity Fast response to digital stimuli Students become active Students are motivated to learn More focused, increasing reading literacy Culture to always observe, to ask questions, and analyze critically Based on the results of data analysis obtained in the field, the learning situations in using digital technology shows several characteristics as shown in the table above, including: (1) Enthusiastic in learning; when digital technology was tried out in the learning process, then an assessment of processes was conducted, it turns out that the students showed high enthusiasm and they were happy when they were asked to find material on the internet even with the guidance of parents or teachers. The students were also more enthusiastic compared to when they did not use digital technology. (2) Excited in following the lessons; students looked very excited when the learning process presented videos or pictures and it showed the high desire of the students to learn. Illustrations on a computer have a positive impact on students by increasing their enthusiasm for interaction. (3) Students finally study independently and in groups; students independently searched for information by themselves through hand phone or computer technology, and what was presented on the screen was summarized by the students individually or in groups. So, the students who don't have technology can study together. (4) Improving communication with other students; one of the important factors in using web/e-learning was very beneficial, for example, the teachers or students could communicate with each other faster and easier. (5) High students' curiosity; by using the digital technology, the learning situations were more effective, the students had a curiosity in everything, for example, the teachers present an outline of the material, then the students wanted to understand deeper and find out more about the material. Moreover, the students' curiosity was also high. The next point, (6) Fast response to digital stimuli; if something interesting was presented outside the students' expectations, then they would clap their hands and showed a good response, which was very different when they only learned from the books or other concrete media. (7) Students become active; there were interactive activities between digital based media with the students and they became active, enthusiastic, and the class atmosphere was lively. (8) Students are motivated to learn; because something interesting could bring up motivation and interest of the students so that it affected the learning outcomes, and they were motivated to improve their skills in producing works. (9) More focused and increasing reading literacy; by using the LCD, the students were more focused when reading together, but when they read the books individually, some read and some did not. (10) Culture to always observe, to ask questions, and analyze critically; the presentation of material using PowerPoint slides or animations and videos allowed the students to observe, analyze, ask questions, and communicate critically with other students. The application of high order thinking skills is also very supportive of the existence of digital technology for elementary school students.
The following is a summary of the results of interviews with several teachers. Teacher C has applied technology in all systems, including learning, administration, and evaluation.
The teacher explained that he uses technology every day through lecture methods, gives group assignments, and they work together. Students are happy and enthusiastic. Teacher D said that students are more enthusiastic and happy when learning presenting videos or pictures, even though the schools do not explicitly implement digital based learning. Teacher E usually presents the material on the screen and students are asked for discussion, then evaluating at the end of the lesson. In another method, students are usually allowed to find material using hand phones during certain hours. Teacher F said that the material is presented on the LCD screen and supported collaborative and cooperative activities. Students' response shows that they are very happy and want to use digital continuously for learning. While teacher G gave the opinion that digital facilities become an obstacle so that it is not optimal in instilling understanding in students. The teacher uses the LCD if the higher grade does not use it, while the ability and resources of the teacher are very supportive in developing digital technology-based material. Teacher H said that he has managed it by displaying it on the screen, letting students search for information on the internet with the supervision and guidance of the teacher, presenting material not mastered by the teacher, such as how to sing well and how to dance properly. Similarly, teacher manages by displaying shows, and allows students to ask questions and comment. The form of practice undertaken by teacher J is to provide assignments, such as creating learning video blog (vlogs), creating mind maps in digital form, and usually assigning group assignments to do digital game-based education.
The use of e-learning is also done by moving class. showing that the presence of digital technology in learning actually causes social and cultural problems in students. Once identified, the problem arises because of the lack of supervision and the lack of a wise attitude in using digital technology. Therefore, the teachers expect to improve the order of learning so that digital technology can be harmonized with students' lifestyle.
The teachers want to try to improve digital literacy while maintaining contextual norms and methods, so that the presence of digital technology in learning can be an alternative way to preparing students for the digital revolution 4.0. This finding can be a reference for educators in Indonesia to provide innovative ideas while considering heterogeneous student characteristics. The goal is that digital based learning is expected to accommodate various forms of students' characteristics and intelligence.

Integrating Digital Technology
On average, the answers of all teachers indicate that students can improve the process and learning outcomes when using digital based learning media. The results of teachers' perception can be seen from the table 3. Presentations, and digitizing material. According to the teachers, the whole program has proven influential in supporting the students' learning process and outcomes. Literature studies suggest that the use of technology in the classroom leads to an increase in students' achievement, closing the gap in students' achievement, and reducing the number of dropouts (Mundy et al., 2012).
The findings in this study are in line with the views examined in several previous studies in which the studies show the role and integrity of digital technology for students and teachers and the importance of integrating technology in learning (Asongu & Roux, 2017;Bornman, 2016;Tabira & Otieno, 2017). Porter & Graham (2016) in their study illustrate that the importance of using technology and information between teachers and students can develop ideas and notions available in digital form, can expand knowledge, and understand the language more sharply. The findings in this study are consistent with studies showing that the skills and abilities to use technology are necessary for the development of the 21 st century (Koehler, Mishra, Kereluik, Chang, & Graham, 2014 (Helm, 2015;Kumpel et al., 2015;Mbatha, 2016;Tarus, Gichoya, & Muumbo, 2015).
In resolving questions that are still a problem in education, the application of technology in learning should be integrated as a whole or adjusted to the conditions and availability of digital facilities and infrastructure. To be able to solve these problems, teachers with all innovative ideas can submit suggestions and requests to the government as the highest education stakeholders to be able to: (1) provide assistance in the form of technological and digital devices; (2) provide training for teachers to maximize the knowledge and skills needed in using digital technology; (3) increase socialization to improve the mindset of educators so that they are not only teaching for knowledge, but directing for  (2012); Shongwe (2015) that in improving the quality of teachers in developing countries, and preparing teachers relevant to developments in the information era, the government should rebuild the self-image of teachers and emphasize cultural order as a guideline to facing the information era.
As the teachers said in this study, the existence of digital technology can increase students' learning motivation and most students are active in learning. Therefore, UNESCO (2015) mention that technology can improve the quality of teaching and learning in schools, such as: (1) supporting basic skills; (2) increasing the active involvement of students and fostering motivation to learn; and (3) increasing teachers' resources and personal abilities, so that they can be directed to create student-centered learning methods. According to Gazi & Aksal (2017), technology and information devices in the form of computers, application software, multimedia, and learning videos that contain content of images, sounds and texts can be used to provide authentic challenges that can involve students in learning activities to increase learning motivation.
The results of the analysis explained above show that technology-based learning in the 21 st century give benefits for students because they can develop knowledge and skills better.
Therefore, the findings of this study confirm that the main factors for the success of digital based learning do not depend on the availability of digital devices, but on the competencies that must be achieved by the teachers, including: digital skills, creative thinking, and communication skills.
First, the teachers must be skilled in giving opportunities for the students to utilize technology and provide insight that digital devices are flexible media for certain situations. Sengül (2018) found that teachers are required to teach and train students with 21 st century skills, and these skills are closely related to digital literacy competencies. According to him, students in the 21 st century are very dependent on technology because they live together and learn a lot with technology. Thus, the teachers must have good digital skills competency as well as sufficient knowledge to train these skills for students. This is necessary so that the teaching process no longer depends on conventional lecture methods (Lemley, Schumacher, & Vesey, 2014).
Second, the teacher must have creative thinking. As it is known that teachers should be aware of the demands of the industrial revolution 4.0, teachers are expected to change their methods in teaching into ones that align students and technology to create innovations (Hussin, 2018). Both competencies are in line with the results of the study conducted by Shafie, Majid, & Ismail (2019) that the professional development of educators through digital based technology training and literacy is very crucial to ensure that the quality of education of the students is improving. While communication skills are needed in order that digital based learning takes place collaboratively, so it creates interactions that support active communication (Carrió-Pastor & Skorczynska, 2015). This improvement in communication competency skills can be trained with the use of e-learning and multimedia. These have been vital media in improving students' communication skills with others, so students become more motivated. These competencies are required to be developed because the importance of technology-based learning is seen as a mediator among other factors in better teaching and learning (Vandeyar, 2015).