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ICT Training & ICT Use AmongVietnamese Foreign Language Teachers Xuan Thu Dang, Howard Nicholas & Ramon Lewis Faculty of Education, La Trobe University Australia

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Outline• Aim of presentation• Brief description of the study• ICT training• ICT use For lesson preparation For classroom teaching• Conclusions and implications• Contact details 12-13 Oct, 2012 2

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Aim of presentation To present and share the results about ICT training and ICT use in foreign language teaching which form one section of a case study investigating factors affecting ICT uptake by foreign language teachers at a university in Vietnam.12-13 Oct, 2012 3

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ICT definition Software (Generic + CALL) Computers Internet ICT12-13 Oct, 2012 4

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Brief description of the study HANU Public university; Founded in 195912-13 Oct, 2012 5

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Research context Partnerships with USA, Australia, UK, Japan & others www.hanu.edu.vn 250 computers in the main library 12 computer labs with 520 computers 18 language labs12-13 Oct, 2012 6

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Mixed methods Technical facilities Females: ~80% Males: ~20% Survey ICT training (n = 222) ICT use Leadership ICT enablers & barriers Semi-structured Interviews ICT experts (n=43) Lang. Teachers ICT good practices Demographics Data collection in the year 201012-13 Oct, 2012 7

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Results ICT ICT Training Use12-13 Oct, 2012 8

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ICT training 31.10% Self-learning Learning from 89.20% Forms of training colleagues Attending 70.70% university-based training12-13 Oct, 2012 9

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ICT training content Internet search 40.20% Word processing 36.60% PowerPoint 34.10% Audio editing 26.80% E-lecture making 26.80% Spreadsheet 14.60% Video editing 11% 0% 5% 10% 15% 20% 25% 30% 35% 40% 45%12-13 Oct, 2012 10

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ICT training vs. Ease of use 120 100 80Percent 60 97.1 98.4 98.3 40 Training content 76.2 60.9 65 52.2 So so + Easy 20 11 14.6 26.8 26.8 34.1 36.6 40.2 0 12-13 Oct, 2012 11

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ICT training Duration of ICT training during 2009-2010 not sure 47.4 1-5 hours 25.6 6-10 hours 17.9over 20 hours 5.1 11-15 hours 3.8 0 10 20 30 40 50 Percent12-13 Oct, 2012 12

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ICT training Top Face-to- Not down face recorded approach mode12-13 Oct, 2012 13

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ICT use ICT users: 91.2% ICT non-users: 8.8% For lesson preparation12-13 Oct, 2012 14

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ICT for lesson preparation Word processing 89.2 Internet search 81.1 Internet download 73PowerPoint presentation 70.7 Email 65.3 Web browser 55 Voice recording 39.2 Audio editing 30.2 Spreadsheet 27.5 Education blogs 25.2 Mindmapping 18.5 Movie making 16.2 E-lecture making 9.9 Video editing 9.9 Photo editing 9 Voice chat 8.1 Hot potatoes 7.7 Screencasting 6.3 Video conferencing 5 Podcast 3.6 ICT Tools for lesson preparation Voicethreads 1.8 0 10 20 30 40 50 60 70 80 90 100 12-13 Oct, 2012 Percent 15

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Main ICT tools for preparation Word processing 89.20% Internet search 81.10% Internet download 73%PowerPoint presentation 70.70% Email 65.30% Web browser 55% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 12-13 Oct, 2012 16

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ICT for preparation vs. ICT training Main ICT tools for preparation + Ease of use ICT training content & Ease of use 98.4 98.3Word processing 89.2 Internet search 40.2 Word 98.4 98.3 Internet search 81.1 processing 36.6 97.1 PowerPoint Internet 98 34.1 download 73 76.2 So so + Easy Audio editing 26.8 So so + Easy 97.1 PowerPoint Main ICT tools for Training content 70.7 preparation E-lecture 65 making 26.8 99.3 Email 60.9 65.3 Spreadsheet 14.6 96.7 52.2 Web browser 55 Video editing 11 0 50 100 150 0 20 40 60 80 100 120 Percent Percent 12-13 Oct, 2012 17

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ICT for classroom teaching Listening 94 Speaking 59 Reading 27 Interpreting 25 Vocabulary 21 Writing 17Cultures & Civilisation 16 Pronunciation 15 Translation 14 Grammar 13 Literature 9 Lexicology 6 ICT use according to subjects/skills Phonetics 6 0 10 20 30 40 50 60 70 80 90 100 Frequency counts (n) 12-13 Oct, 2012 18

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ICT for classroom teaching PowerPoint presentation 65.3 Internet search 40.5 Web browser 36.5 Word processing 33.8 Voice recording 31.1 Internet download 22.1 Audio editing 14.4 Email 13.1 Mindmapping 8.1 Video conferencing 6.3 Education blogs 5 E-lecture making 5 Hot potatoes 3.6 Excel 3.6 Screencasting 3.2 Photo editing 3.2 Video editing 3.2 Movie making 3.2 Voice chat 2.3 ICT Tools for classroom teaching Podcast 1.8 VoiceThreads 0.9 0 10 20 30 40 50 60 7012-13 Oct, 2012 Percent 19

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Main ICT tools for teachingPowerPoint presentation 65.3 Internet search 40.5 Web browser 36.5 Word processing 33.8 Voice recording 31.1 Internet download 22.1 0 10 20 30 40 50 60 70 Percent 12-13 Oct, 2012 20

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ICT for teaching vs. ICT training ICT for teaching & Ease of use ICT training content & Ease of use 97.1 98.3 PowerPoint Internet search 40.2 65.3 Word 98.4 98.3 Internet search processing 36.6 40.5 97.1 PowerPoint 34.1 96.7 Web browser 36.5 76.2 Audio editing 26.8 So so + Easy So so + Easy 98.4Word processing ICT for teaching Training content 33.8 E-lecture 65 making 26.8 92.3 Voice recording 31.1 60.9 Spreadsheet 14.6 Internet 98 52.2 download 22.1 Video editing 11 0 20 40 60 80 100 120 0 50 100 150 Percent Percent 12-13 Oct, 2012 21

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Correlations ICT for classroom teaching <-> ICT training (r = .216, p = .001) ICT for classroom teaching <-> ICT confidence (r = .152, p = .025) ICT for classroom teaching <-> ICT competence (r = .196, p = .004) ICT confidence <-> ICT competence (r = .815, p = .000) ICT ease of use <-> ICT usefulness (r = .454, p = .000)12-13 Oct, 2012 22

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ConclusionsICT training:• On-going process• Top-down approach• Foundational : Word, PowerPoint, internet searchICT use:• For lesson preparation: internet search + word processing + PowerPoint• For classroom teaching: PowerPoint + internet search + word processing + voice recording 12-13 Oct, 2012 23

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ImplicationsICT training:• Bottom-up approach• Adopting and adapting relevant frameworks, e.g.• TESOL technology standards framework (2009)www.tesol.org/docs/books/bk_technologystandards_framework_721.pdf• UNESCO ICT competence framework for teachers (2011)http://unesdoc.unesco.org/images/0021/002134/213475e.pdf• Building up online repository of video training resources similar to http://www.teachertrainingvideos.com/• Promoting peer support 12-13 Oct, 2012 24

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ImplicationsICT use:• Adopting and adapting relevant guidelines, e.g.• Integrating ICT into language learning and teaching: Guide for tutors + institutions (2008)http://webh01.ua.ac.be/odlac/guides/3b-GUIDES-TUTORS-EN.pdfhttp://webh01.ua.ac.be/odlac/guides/4b-GUIDES-INSTITUTIONS-EN.pdf• Improving access to ICT facilities, especially internet connection• Providing appropriate incentives , e.g. sending teachers to conferences , official recognition... 12-13 Oct, 2012 25

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My belief “ W h i l e I C T ca n n e ve r re p l a c e te a c h e rs , t h o s e te a c h e rs w h o k n o w h o w to u s e I C T effe c t i ve l y i n t h e i r te a c h i n g w i l l b e m u c h m o re a d va nta ge o u s t h a n te a c h e rs w h o d o n o t u s e I C T.” Xuan Thu Dang, 201212-13 Oct, 2012 26

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Contact detailsCorresponding author: Xuan Thu Dang Email 1: xtdang@students.latrobe.edu.au Email 2: thuict@gmail.com Websites: http://latrobe.academia.edu/XuanThuDang &http://www.researchgate.net/profile/XUAN_THU_DANG/12-13 Oct, 2012 27

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Thank you! Acknowledgements • We’d like to thank HANU leadership, language teachers and ICT staff for their participation in this study.12-13 Oct, 2012 28