INTEGRATING TECHNOLOGY IN DESIGNING JUNIOR HIGH SCHOOL TEACHING MODULE : FROM ENGLISH PRE SERVICE TEACHER PERSPECTIVE

Keyword: technology integration, teaching module, pre-service teachers,
TPACK, 21st-century learning
This study aims to explore the perspectives of English pre-service teachers
regarding the integration of technology in designing junior high school teaching
modules. In the context of 21st-century education, where digital literacy is
increasingly essential, it becomes crucial for future educators to be equipped with
the knowledge and skills to develop interactive and effective learning materials.
The research seeks to understand what technological tools are considered most
beneficial, how they influence teaching effectiveness, and the challenges faced
during their implementation.
The research applied a qualitative method using a case study approach. Data
were collected through semi-structured interviews, focus group discussions, and
document analysis involving seven English pre-service teachers. Thematic
analysis was used to analyze the data, identifying key themes related to the
integration of technology in instructional design and its impact on pre-service
teachers’ teaching practices. The ADDIE model and TPACK framework were
utilized as the theoretical basis to support the analysis.
The findings reveal that pre-service teachers perceive digital tools such as
Google Forms, Quizizz, Canva, Kahoot, and Liveworksheets as highly effective
in enhancing student engagement and learning outcomes. Technology was found
to support personalized learning, foster collaboration, and facilitate interactive
instructional design. However, the research also highlights challenges including
limited access to digital resources, insufficient training, and digital literacy gaps.
These results emphasize the importance of practical technology training in
teacher education programs to prepare future educators for digital-era teaching