STUDENT TEACHERS' PERCEPTIONS ON THE USE OF TECHNOLOGY AND SOCIAL MEDIA IN PROJECT-BASED LEARNING CLASSROOM

Abstract

Technology and social media have had a substantial impact on the optimization of project work for today's learners. This study specifically examined the utilization of technology and social media for five distinct objectives. The activities to be undertaken in the classroom include learning, communication, source seeking, project development, and product presentation. This study also examined the student teachers' perspectives on the advantages and difficulties of utilizing technology and social media in writing journal assignments. This study involved 18 student teachers from the English Education Department of Wiralodra University. This case study employed a questionnaire and interview to collect the data. The findings indicated that the majority of student teachers utilized handphones, laptops, web browsers, and Google Scholar as their primary tools for learning in the classroom. The student teachers utilized WhatsApp (specifically WhatsAppGroup and Video Call), Instagram, and Zoom as means of communication with their friends. The student teachers utilized Google Scholar, SINTA, and E-Journal Web to seek the materials. Subsequently, the student teachers employed Chat GPT, Grammarly, Turnitin, and Quillbot to develop the project. Finally, the student teachers utilized PowerPoint (PPT) and Canva to display the work. Several challenges arise when utilizing technology and social media to generate journal articles, including the challenge of locating pertinent reference journals, the challenge of procuring non-open access journals, connectivity issues, and limited internet data. Some of the advantages of this include better communication, easier access to resources that can speed up assignment completion, and better quality articles.