Teachers’ views on web-based tools to support STEM education: A case study on the CloudClassRoom platform
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Asnidar Siahaan 1 , Sahal Fawaiz 2 , Bevo Wahono 3 , Dessy Francisca 1 , Chun-Yen Chang 1 4 5 *
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1 Graduate Institute of Science Education, National Taiwan Normal University, Taipei, TAIWAN2 Department of Physics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, INDONESIA3 Faculty of Teacher Training and Education, University of Jember, INDONESIA4 Institute for Research Excellence in Learning Sciences, National Taiwan Normal University, TAIWAN5 Department of Earth Sciences, National Taiwan Normal University, TAIWAN* Corresponding Author

Abstract

This study investigates how teachers assess the pedagogical benefit of CloudClassRoom (CCR) in integrating STEM learning. The study is based on affordance theory and focuses on teachers’ perceptions of how CCR assists lesson design, collaboration, and assessment. Data were obtained from 76 teachers who took part in a professional development program based on the DECODER model, which emphasizes demonstration, co-design, and classroom application. According to thematic analysis, teachers recognized numerous important benefits of web-based tools, such as chances for interactive replies, instant feedback, flexible course design, and student participation. However, factors such as classroom infrastructure, digital familiarity, and platform usability influenced their experiences. The findings indicate that teachers’ professional backgrounds and training experiences have a substantial impact on how they interpret and apply CCR. The study advances our understanding of how teachers adapt web-based technologies to their contexts and emphasizes the necessity of professional development in facilitating meaningful STEM integration.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

PEDAGOGICAL RES, Volume 11, Issue 3, July 2026, Article No: em0281

https://doi.org/10.29333/pr/19019

Publication date: 26 Jul 2026

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