Pre-service teachers’ experience of Technology-enhanced Project Based Learning

Abstract

Pre-service teachers need to develop a thorough understanding of the technology, subject matter, pedagogy, and how these aspects work together. To help pre-service teachers integrate technology into teaching in meaningful ways, technology cannot be taught separately. This paper highlights 4 pre-service English teachers’ actual experience of the process they went through as preparing digital audiobooks for teaching English to young learners. The data collected from a qualitative survey and semi-structured interviews which were then analyzed using an inductive content analysis. The prospective teachers mention the benefits of completing the project, i.e. critical thinking, collaboration, creativity, and technology skill to the development of their pedagogy and technology competence. Also, the pre-service teachers revealed that the experience shaped their identity and role as teachers in a digital learning environment. The data confirm technology-enhanced Project-based Learning is essential to teacher education in the 21st century era. Hence, teacher educators might need to navigate effective teacher training for ICT competency development.