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
13
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:
