Technological and pedagogical uses of ICT:

A case study in Vietnam

Xuan Thu Dang,

Phuong Dzung Le, Van Giang Ngo

Outline

Aims of presentation Introduction Research methods Results Technological uses of ICT Pedagogical uses of ICT Conclusions Questions & Comments

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Aims

Report the results of a case study on technological and pedagogical use of ICT in teaching foreign languages at a university in Vietnam;

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Make recommendations for ICT professional development for language teachers in the future.

ICT definition in this presentation

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Computers +

Internet +

Software

Introduction

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Importance of ICT in Vietnam’s education

ICT in education in Vietnam

High expectations on ICT in education

ICT = improving quality of

teaching and learning

Directive No. 55/2008/CT-

BGDĐT 2008-2009 as

“the Year of ICT in Education”

Target - by 2015, 80% of school teacher +

100% uni teachers will use ICT in teaching

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Facilities at HANU

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12 computer labs

45 projectors

18 language labs

~1000 desktop computers

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Questionnaire

(N = 222) Semi-structured

Interviews (N = 43)

Female Male Missing info.

Language teachers

Senior leadership

ICT support staff

176 (~80%)

43 (~20%) 3 23

(~53%) 18

(~41%) 2

(~6%)

Mixed-methods approach

Questionnaire

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Technical facilities

ICT training

ICT USE in language teaching

ICT enablers & barriers

ICT good practices

Demographics Main focus in this presentation

28 questions

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Theoretical framework for ICT use

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The pedagogy * technology model of information and communications technology integration in education (Lin et al., 2012, p. 100)

Tech

nolo

gica

l com

pete

nce

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7 – Implementing sophisticated instructional systems

6 – Producing simple instructional application

5 – Cumstomising multimedia resources

4 – Creating multimedia teaching materials

3 – Using internet applications

2 – Using off-the-shelf-CD-based educational software

1 – Mundane use

0 – Non-use

Technological uses of ICT

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ICT use for lesson preparation N Valid %

Word processing 197 89 Internet search 180 81 Internet download 162 73 PowerPoint 157 70 Email 145 65 Web browser 122 55 Voice recording 87 39 Audio editing 67 30 Spreadsheet 61 27 Education blogs 56 25

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ICT use for classroom teaching N Valid %

PowerPoint 145 65 Internet search 90 40 Web browser 81 36 Word processing 75 33 Voice recording 69 31 Internet download 49 22 Audio editing 32 14 Email 29 13 Mindmapping 18 8 Video conferencing 14 6

Level 0 – Non-use

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Main reasons for ICT non-use: • lack of ICT competency • lack of ICT equipment in the classroom • poor quality of ICT equipment • extensive consumption of time to prepare

lessons with ICT • low incentives for use leading to low motivation

to use ICT

Level 1 – Mundane use: e.g. checking email, calculating grades

Reasons: • poor quality of facilities • lack of ICT facilities in

classrooms

“We cannot use those old computers to prepare our lessons because they are so slow and don’t have software which we can

use.” (ID 26)

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Level 2 - Using off-the-shelf CD-based educational software

Reasons: • convenient • economical • easy to use.

“Cassette tapes are out of date and cause many problems when we use them. In our Department of [name of department] we 100% use CDs in replacement of cassette tapes and save a lot of costs.” (ID 12)

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Level 3 - Utilising Internet applications

• search the internet for relevant materials

• download suitable learning materials onto a computer or an USB

“In general, we, teachers, often download materials onto our laptop computers then show those materials to our students in the classroom.” (ID 20)

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Level 4 – Creating teaching materials

• Widely use presentation software to create teaching materials

“In language practice, I use PowerPoint to show images about things or products representing a particular culture, any images relating to the lecture so that students can practise questions-and-answers, storytelling or description, etc.” (ID 30)

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Level 5 – Customising multimedia resources

• Use editing software “I use Audacity to edit, cut or slow down audio files to suit different groups of students. For interpreting skills, I mainly use RealPlayer and Audacity to edit audio files. I have heard about some video editing software programs but personally I have never used them.” (ID 03)

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Levels 6 & 7 – Producing simple applications and implementing sophisticated systems

• Use software to design practice exercises for students, e.g. Hot Potatoes, Word …

• Use Moodle to create a favourable digital environment for students’ collaborative learning.

“You can make lesson preparation with software Hot Potatoes or other software programs, however Moodle program allows us to upload audio and video files, even allows teachers to communicate with students like videoconferencing at any time.” (ID 27)

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Pedagogical competence

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D – Social learning C – Constructive learning B – Cognitively active learning A – Direct teaching

Pedagogical uses of ICT

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Direct teaching Use ICT to support traditional, teacher-centred methods

Cognitively active learning

• Use ICT to promote collaboration

• Students and teachers co-create knowledge

• Active role of students in their learning process

“We sometimes give students homework, for example, to go online and search for examples of sentence patterns and expressions often used for a particular topic, then students come to the class to share with their classmates.” (ID 09)

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Constructive learning

Students’ construction of their own knowledge on the basis of interactions with recorded examples of real-life situations:

“When we bring authentic video or audio recordings and the breath of life into the classroom, students will feel less surprised when they go outside.” (ID 22)

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Social learning

Use social networking, Moodle and online forums to foster collaborative learning and social activities

“I created some groups on Facebook or Yahoo for my students to exchange their discussions; introduced some online forums in [name of country] so that my students could make friends with [name of language] students.” (ID 09)

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Conclusions

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Current use of ICT: technological use of ICT rather than pedagogical use.

ICT is being utilised to reinforce traditional, teacher-centred teaching style.

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Teachers’ integration of ICT is affected by many factors.

Teachers’ positive beliefs and attitudes = the strongest predictor of ICT usage.

ICT professional development a change in teachers’ beliefs a change in teachers’ behaviour

about ICT use

Recommendations

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7 – Implementing sophisticated system

6 – Producing simple application

5 – Customising materials

4 – Creating materials

3 – Using Internet

2 – Using available CDs

1 – Mundane use

0 – Non use A – Direct teaching

B – Cognitively active learning

C – Constructive learning

D – Social learning

Pedagogy

Tech

nolo

gy

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Pedagogy before technology

Source: learningfordummies.wikispaces.com

Recommendations

Recommendations

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University policy makers need to provide more facilitating conditions

Spreading usefulness of ICT

Promoting ICT peer-support groups

Teacher-centric ICT professional development leaning towards constructive and social learning uses of ICT

Questions

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Contact

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Corresponding author:

Xuan Thu Dang Email: