Technology Enhanced Project-Based Learning in Teacher Education: Experience of Pre-service EYL Teachers

Evi Karlina Ambarwati, Nina Puspitaloka, Indah Purnama Dewi, Praditya Putri Utami



21st century education requires teachers to integrate technology, subject matter and pedagogy in a systematic manner. To help pre-service teachers create appealing lessons to young English learners’ styles and strategies in digital era, technology cannot be taught separately. This paper highlights 6 prospective English teachers’ actual experience of the process they went through as preparing digital teaching resources for young English language learners. Employing narrative inquiry, the experiences of 6 students were gathered by means of oral narrative and narrative frames. The data then were analysed using an inductive content analysis. The findings show that while the pre-service teachers encountered some difficulties during the process, they value the projects to exercise their critical thinking, communication and technology skills. They also mention that the project allows them to apply their pedagogical knowledge about young learners’ learning styles and strategies. All in all, they believed the experience would benefit their pedagogical and professional competence in the current digital era.


English for Young Learners, Project-based learning, technology integration, pre-service teachers

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