technological and pedagogical uses of ict-thu et al 2

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This presentation was presented at the 5th Engaging with Vietnam Conference, 16-17 December, 2013, Thai Nguyen province, Vietnam focusing on technological and pedagogical uses of ICT in teaching foreign languages in Vietnam.

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  • 1. Technological and pedagogical uses of ICT: A case study in Vietnam Xuan Thu Dang, Phuong Dzung Le, Van Giang Ngo
  • 2. Outline Aims of presentation Introduction Research methods Results Technological uses of ICT Pedagogical uses of ICT Conclusions Questions & Comments 16/12/2013 Engaging with Vietnam 2
  • 3. Aims Report the results of a case study on technological and pedagogical use of ICT in teaching foreign languages at a university in Vietnam; Make recommendations for ICT professional development for language teachers in the future. 16/12/2013 Engaging with Vietnam 3
  • 4. ICT definition in this presentation Computers + Internet + Software 16/12/2013 Engaging with Vietnam 4
  • 5. Introduction Importance of ICT in Vietnams education ICT = improving quality of teaching and learning High expectations on ICT in education 16/12/2013 Engaging with Vietnam Directive No. 55/2008/CTBGDT ICT in education in Vietnam 2008-2009 as the Year of ICT in Education Target - by 2015, 80% of school teacher + 100% uni teachers will use ICT in teaching 5
  • 6. 6
  • 7. Facilities at HANU 18 language labs 45 projectors 12 computer labs ~1000 desktop computers 16/12/2013 Engaging with Vietnam 7
  • 8. Mixed-methods approach Questionnaire Semi-structured Interviews (N = 43) (N = 222) Female Male 176 (~80%) Missing info. Language teachers Senior ICT support leadership staff 3 23 (~53%) 18 (~41%) 43 (~20%) 16/12/2013 Engaging with Vietnam 2 (~6%) 8
  • 9. Questionnaire Technical facilities 28 questions ICT training ICT USE in language ICT enablers & barriers teaching ICT good practices Demographics 16/12/2013 Engaging with Vietnam Main focus in this presentation 9
  • 10. 16/12/2013 Engaging with Vietnam 10
  • 11. 16/12/2013 Engaging with Vietnam 11
  • 12. Theoretical framework for ICT use The pedagogy * technology model of information and communications technology integration in education (Lin et al., 2012, p. 100) 16/12/2013 Engaging with Vietnam 12
  • 13. Technological competence 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 13
  • 14. Technological uses of ICT ICT use for lesson preparation Word processing Internet search Internet download PowerPoint Email Web browser Voice recording Audio editing Spreadsheet Education blogs 16/12/2013 Engaging with Vietnam N Valid % 197 180 162 157 145 122 87 67 61 56 89 81 73 70 65 55 39 30 27 25 14
  • 15. ICT use for classroom teaching PowerPoint Internet search Web browser Word processing Voice recording Internet download Audio editing Email Mindmapping Video conferencing 16/12/2013 Engaging with Vietnam N Valid % 145 90 81 75 69 49 32 29 18 14 65 40 36 33 31 22 14 13 8 6 15
  • 16. Level 0 Non-use 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 16/12/2013 Engaging with Vietnam 16
  • 17. 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 dont have software which we can use. (ID 26) 17
  • 18. 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) 18
  • 19. 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) 19
  • 20. Level 4 Creating teaching materials Widely use presentation In language practice, I use PowerPoint to show software to create images about things or teaching materials products representing a particular culture, any images relating to the lecture so that students can practise questionsand-answers, storytelling or description, etc. (ID 30) 20
  • 21. 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) 21
  • 22. 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) 22
  • 23. Pedagogical competence D Social learning C Constructive learning B Cognitively active learning A Direct teaching 16/12/2013 Engaging with Vietnam 23
  • 24. Pedagogical uses of ICT Direct teaching Use ICT to support traditional, teacher-centred methods 16/12/2013 Engaging with Vietnam 24
  • 25. Cognitively active learning Use ICT to promote collaboration Students and teachers co-create knowledge Active role of students in their learning process 16/12/2013 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) 25
  • 26. Constructive learning When we bring authentic video or audio recordings Students construction of and the breath of life into t

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