Ict training and ict use among vietnamese foreign language teachers 2012
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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
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ICT
Computers
Software
(Generic + CALL)
Internet
Brief description of the study
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HANUPublic university;Founded in 1959
Research context
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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
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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
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ICT training
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89.20%
70.70%
31.10% Self-learning
Learning from colleagues
Attending university-based training
Forms of training
ICT training content
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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
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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
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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
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Top down
approach
Face-to-face
mode
Not recorded
ICT use
For lesson preparation
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ICT users: 91.2%ICT non-users: 8.8%
ICT for lesson preparation
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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
PowerPoint presentation
Internet download
Internet search
Word processing
ICT Tools for lesson preparation
Percent
Main ICT tools for preparation
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55%
65.30%
70.70%
73%
81.10%
89.20%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Web browser
PowerPoint presentation
Internet download
Internet search
Word processing
ICT for preparation vs. ICT training
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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
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
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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
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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
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
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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
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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)
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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
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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
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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...
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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
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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/
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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.
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