ICT Training & ICT Use Among Vietnamese Foreign Language Teachers

Xuan Thu Dang,

Howard Nicholas &

Ramon Lewis

Faculty of Education,

La Trobe University

Australia

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

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

ICT definition

12-13 Oct, 2012 4

ICT

Computers

Software

(Generic + CALL)

Internet

Brief description of the study

12-13 Oct, 2012 5

HANUPublic university;Founded in 1959

Research context

12-13 Oct, 2012 6

www.hanu.edu.vn

18 language labs

12 computer labs with 520 computers

250 computers in the main library

Partnerships with USA, Australia, UK, Japan & others

Mixed methods

12-13 Oct, 2012 7

Survey

(n = 222)

Technical facilities

ICT training

ICT use

ICT enablers & barriers

ICT good practices

Demographics

Semi-structured Interviews

(n=43)

Leadership

ICT experts

Lang. Teachers

Females: ~80% Males: ~20%

Data collection in the year 2010

Results

ICT Training

ICT

Use

12-13 Oct, 2012 8

ICT training

12-13 Oct, 2012 9

89.20%

70.70%

31.10% Self-learning

Learning from colleagues

Attending university-based training

Forms of training

ICT training content

12-13 Oct, 2012 10

11%

14.60%

26.80%

26.80%

34.10%

36.60%

40.20%

0% 5% 10% 15% 20% 25% 30% 35% 40% 45%

Video editing

Spreadsheet

E-lecture making

Audio editing

PowerPoint

Word processing

Internet search

ICT training vs. Ease of use

12-13 Oct, 2012 11

11 14.6 26.8 26.8 34.1 36.6 40.2

52.260.9 65

76.2

97.1 98.4 98.3

0

20

40

60

80

100

120

Pe

rce

nt

Training content

So so + Easy

ICT training

12-13 Oct, 2012 12

0 10 20 30 40 50

11-15 hours

over 20 hours

6-10 hours

1-5 hours

not sure

3.8

5.1

17.9

25.6

47.4

Percent

Duration of ICT training during 2009-2010

ICT training

12-13 Oct, 2012 13

Top down

approach

Face-to-face

mode

Not recorded

ICT use

For lesson preparation

12-13 Oct, 2012 14

ICT users: 91.2%ICT non-users: 8.8%

ICT for lesson preparation

12-13 Oct, 2012 15

1.8

3.6

5

6.3

7.7

8.1

9

9.9

9.9

16.2

18.5

25.2

27.5

30.2

39.2

55

65.3

70.7

73

81.1

89.2

0 10 20 30 40 50 60 70 80 90 100

Voicethreads

Podcast

Video conferencing

Screencasting

Hot potatoes

Voice chat

Photo editing

Video editing

E-lecture making

Movie making

Mindmapping

Education blogs

Spreadsheet

Audio editing

Voice recording

Web browser

Email

PowerPoint presentation

Internet download

Internet search

Word processing

ICT Tools for lesson preparation

Percent

Main ICT tools for preparation

12-13 Oct, 2012 16

55%

65.30%

70.70%

73%

81.10%

89.20%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Web browser

Email

PowerPoint presentation

Internet download

Internet search

Word processing

ICT for preparation vs. ICT training

12-13 Oct, 2012 17

55

65.3

70.7

73

81.1

89.2

96.7

99.3

97.1

98

98.3

98.4

0 20 40 60 80 100 120

Web browser

Email

PowerPoint

Internet download

Internet search

Word processing

Percent

Main ICT tools for preparation + Ease of use

So so + Easy

Main ICT tools for preparation

11

14.6

26.8

26.8

34.1

36.6

40.2

52.2

60.9

65

76.2

97.1

98.4

98.3

0 50 100 150

Video editing

Spreadsheet

E-lecture making

Audio editing

PowerPoint

Word processing

Internet search

Percent

ICT training content & Ease of use

So so + Easy

Training content

ICT for classroom teaching

12-13 Oct, 2012 18

6

6

9

13

14

15

16

17

21

25

27

59

94

0 10 20 30 40 50 60 70 80 90 100

Phonetics

Lexicology

Literature

Grammar

Translation

Pronunciation

Cultures & Civilisation

Writing

Vocabulary

Interpreting

Reading

Speaking

Listening

ICT use according to subjects/skills

Frequency counts (n)

ICT for classroom teaching

12-13 Oct, 2012 19

0.9

1.8

2.3

3.2

3.2

3.2

3.2

3.6

3.6

5

5

6.3

8.1

13.1

14.4

22.1

31.1

33.8

36.5

40.5

65.3

0 10 20 30 40 50 60 70

VoiceThreads

Podcast

Voice chat

Movie making

Video editing

Photo editing

Screencasting

Excel

Hot potatoes

E-lecture making

Education blogs

Video conferencing

Mindmapping

Email

Audio editing

Internet download

Voice recording

Word processing

Web browser

Internet search

PowerPoint presentation

ICT Tools for classroom teaching

Percent

Main ICT tools for teaching

12-13 Oct, 2012 20

Percent

22.1

31.1

33.8

36.5

40.5

65.3

0 10 20 30 40 50 60 70

Internet download

Voice recording

Word processing

Web browser

Internet search

PowerPoint presentation

ICT for teaching vs. ICT training

12-13 Oct, 2012 21

11

14.6

26.8

26.8

34.1

36.6

40.2

52.2

60.9

65

76.2

97.1

98.4

98.3

0 50 100 150

Video editing

Spreadsheet

E-lecture making

Audio editing

PowerPoint

Word processing

Internet search

Percent

ICT training content & Ease of use

So so + Easy

Training content

22.1

31.1

33.8

36.5

40.5

65.3

98

92.3

98.4

96.7

98.3

97.1

0 20 40 60 80 100 120

Internet download

Voice recording

Word processing

Web browser

Internet search

PowerPoint

Percent

ICT for teaching & Ease of use

So so + Easy

ICT for teaching

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

Conclusions

ICT training:

• On-going process

• Top-down approach

• Foundational : Word, PowerPoint, internet search

ICT use:

• For lesson preparation: internet search + word processing + PowerPoint

• For classroom teaching: PowerPoint + internet search + word processing + voice recording

12-13 Oct, 2012 23

Implications

ICT 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

Implications

ICT 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

My belief

“Whi le ICT can never replace teachers , those teachers who know how to use ICT effect ive ly in the ir teaching wi l l be much more advantageous than teachers who do not use ICT.”

Xuan Thu Dang, 2012

12-13 Oct, 2012 26

Contact details

Corresponding author:

Xuan Thu DangEmail 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

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