ENGLISH TEACHERS’ PERCEPTIONS OF INTERACTIVE FLAT PANELS FOR DEEP LEARNING: A TAM PERSPECTIVE

Abstract

The increasing integration of digital technologies in education has raised important questions about how such tools are perceived and utilized by teachers to support meaningful learning. Among these technologies, Interactive Flat Panels (IFPs) are increasingly adopted in classrooms; however, their contribution to deep learning depends largely on teachers’ acceptance and pedagogical use. This study investigates English teachers’ perceptions of using Interactive Flat Panel technology to support deep learning in English Language Teaching (ELT) classrooms in South Konawe Regency, Indonesia, drawing on the Technology Acceptance Model as the theoretical framework. A quantitative descriptive survey design was employed, involving 63 English teachers. Data were collected through a 30-item Likert-scale questionnaire measuring perceived usefulness, perceived ease of use, deep learning support, challenges, and classroom implementation. Descriptive statistical analysis using mean and standard deviation was conducted. The findings indicate generally positive teacher perceptions, particularly regarding instructional effectiveness, multimedia integration, and student engagement. While the technology is perceived to support aspects of deep learning, especially motivation and participation, its contribution to higher-order thinking remains limited. Challenges related to training and infrastructure are also present. These results suggest that the effectiveness of Interactive Flat Panel technology depends on teachers’ pedagogical competence and contextual support.