Teachers’ Experiences in Integrating Information Technology into Learning Activities: A Case Study of SMA Al Ittihadiyah PKL Masyhur Medan, Indonesia

Abstract

the integration of information technology (it) in senior high schools has significantly
transformed the ways teachers plan, implement, and evaluate the learning process. The use of it
not only influences instructional strategies but also requires a shift in teachers’ roles from
information transmitters to learning facilitators. Numerous studies indicate that high school
teachers generally hold positive attitudes toward the integration of it in teaching and learning.
However, its implementation continues to face various challenges, including limited
technological infrastructure, insufficient digital competence among teachers, and a lack of
sustained institutional support and school policies. (wohlfart & wagner, 2024)
qualitative studies and survey-based research conducted in senior high schools in
indonesia and other countries reveal that it integration enhances learning interactivity, expands
access to learning resources, and increases students’ motivation and engagement. Nevertheless,
the utilization of it at the high school level remains largely basic, such as the use of digital
presentations and online information searches, and has not yet been optimally directed toward
innovative, collaborative, and student-centered learning practices. (altan et al., 2025)
based on these findings, this article presents a comprehensive literature review and
proposes a conceptual model of teachers’ experiences in integrating it into classroom
instruction. The proposed model is expected to serve as a relevant and applicable framework for
strengthening it-based teaching practices at sma al ittihadiyah pkl masyhur medan, particularly
in efforts to enhance instructional quality and teacher professionalism in the digital era.