Integrating TPACK into Beginning Reading Instruction: A Single-Case Study of Teacher Adaptation

Abstract

This qualitative single instrumental case study examined how Technological Pedagogical Content Knowledge (TPACK) was enacted and adapted in Grade II beginning reading instruction at one technology-active public elementary school in Karawang Regency, Indonesia. Data were generated over six weeks through six non-participant classroom observations, semi-structured interviews with five participants (one teacher, one principal, one parent, and two students), and analysis of instructional documents. A hybrid deductive-inductive thematic analysis combined a priori codes derived from the seven TPACK domains with data-driven codes concerning adaptation, infrastructure, and participant experience. Three themes were developed: content-aligned multimodal enactment of TPACK; adaptive responses to learner variability and infrastructure constraints; and perceived affordances and tensions of technology-supported reading. Across the observed lessons, the teacher combined videos and an interactive board with letter cards, spelling guidance, group activities, and individualized support. Participants described digital media as engaging and helpful for presenting reading content, while also identifying unstable connectivity, uneven teacher and parent digital capacity, recreational screen use, and possible overreliance on technology. Because the case was purposively selected for established technology use and students’ literacy achievement was not directly assessed, the findings should be interpreted as context-bounded evidence about instructional processes and perceptions rather than evidence of improved reading proficiency.