Beyond the Screen: Pre-Service Teachers’ Views on Technology, Teacher Indispensability, and Play-Based English Instruction for Elementary Students

Abstract

This study explores pre-service English teachers’ perspectives on three interrelated issues: the role of technology integration in learning, the enduring relevance of the teacher in the digital era, and effective strategies for teaching English to elementary students. Data were collected over a period of six months through open-ended written responses from six pre-service English teachers, selected via purposive sampling, and were analyzed using thematic analysis. The findings revealed three overarching themes. First, participants viewed technology as a facilitative tool that enhances engagement, access to information, and personalized learning, though its benefits depend on responsible, guided use. Second, teachers were seen as indispensable not for content delivery but for functions technology cannot replicate emotional support, critical thinking guidance, character development, and differentiated instruction. Third, participants favored students-centered, playful pedagogy (games, songs, storytelling, visual aids) grounded in positive reinforcement and psychological safety. These findings suggest that, for this small sample, technology and teachers were perceived as complementary rather than competing, with implications for balancing digital competence and relational skills in teacher education programs.