Technological and pedagogical uses of ICT-thu et al 2

349 views

Published on

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.

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

Technological and pedagogical uses of ICT-thu et al 2

  1. 1. Technological and pedagogical uses of ICT: A case study in Vietnam Xuan Thu Dang, Phuong Dzung Le, Van Giang Ngo
  2. 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. 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. 4. ICT definition in this presentation Computers + Internet + Software 16/12/2013 – Engaging with Vietnam 4
  5. 5. Introduction Importance of ICT in Vietnam’s education ICT = improving quality of teaching and learning High expectations on ICT in education 16/12/2013 – Engaging with Vietnam Directive No. 55/2008/CTBGDĐT 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. 6
  7. 7. Facilities at HANU 18 language labs 45 projectors 12 computer labs ~1000 desktop computers 16/12/2013 – Engaging with Vietnam 7
  8. 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. 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. 10. 16/12/2013 – Engaging with Vietnam 10
  11. 11. 16/12/2013 – Engaging with Vietnam 11
  12. 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. 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. 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. 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. 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. 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 don’t have software which we can use.” (ID 26) 17
  18. 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. 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. 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. 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. 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. 23. Pedagogical competence D – Social learning C – Constructive learning B – Cognitively active learning A – Direct teaching 16/12/2013 – Engaging with Vietnam 23
  24. 24. Pedagogical uses of ICT Direct teaching Use ICT to support traditional, teacher-centred methods 16/12/2013 – Engaging with Vietnam 24
  25. 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. 26. Constructive learning “When we bring authentic video or audio recordings Students’ construction of and the breath of life into their own knowledge on the classroom, students the basis of interactions with recorded examples of will feel less surprised when they go outside.” (ID real-life situations: 22) 26
  27. 27. 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) 27
  28. 28. Conclusions Current use of ICT: technological use of ICT rather than pedagogical use. ICT is being utilised to reinforce traditional, teacher-centred teaching style. 16/12/2013 – Engaging with Vietnam 28
  29. 29. 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 16/12/2013 – Engaging with Vietnam 29
  30. 30. Recommendations 7 – Implementing sophisticated system 5 – Customising materials 4 – Creating materials 3 – Using Internet Technology 6 – Producing simple application 2 – Using available CDs Pedagogy 1 – Mundane use 0 – Non use A – Direct teaching 16/12/2013 – Engaging with Vietnam B – Cognitively active learning C – Constructive learning D – Social learning 30
  31. 31. Recommendations Pedagogy before technology Source: learningfordummies.wikispaces.com 16/12/2013 – Engaging with Vietnam 31
  32. 32. Recommendations 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 16/12/2013 – Engaging with Vietnam 32
  33. 33. Questions 16/12/2013 – Engaging with Vietnam 33
  34. 34. Contact Corresponding author: Xuan Thu Dang Email: 16/12/2013 – Engaging with Vietnam 34

×