AN ANALYSIS OF ELEMENTARY SCHOOL TEACHERS^ READINESS TO INTEGRATE CANVA AS A DIGITAL LEARNING TOOL Rofik Salim (a), Bramianto Setiawan (b), Tia Citra Bayuni(c*), Ahmad Fauzi (d), Mutia Dini (e), Nurmalia (f), Syauqy Syaqiq(g)
(abcdefg) Pendidikan Guru Sekolah Dasar, Universitas Pelita Bangsa, Cikarang, Indonesia
Abstract
Technological advancements demand innovative transformations in teaching for teachers as the primary implementers of education in the digital age. However, the uneven mastery of platforms such as Canva has the potential to hinder the optimization of the learning process in elementary schools. This quantitative study systematically analyzed teachers^ readiness through observation and an online questionnaire administered to 50 respondents. The results indicate a good level of readiness, with feature understanding ranging from 77% to 79% and media design skills at 78% to 79%. Although the availability of resources and teacher motivation fall into the positive category above 76%, implementation still faces significant challenges. Major obstacles include limited school infrastructure, unstable internet connections, and variations in technical proficiency among teachers. Therefore, support in the form of continuous training and improved supporting facilities is needed to ensure that the use of technology can be more evenly distributed. These efforts are crucial to strengthening educators^ professionalism in effectively and sustainably integrating digital tools into future instructional processes.
Keywords: Analysis, Elementary School Teachers, Digital Learning, Teacher Readiness, Educational Technology
