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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
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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
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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.
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ICT definition
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ICT
Computers
Software
(Generic + CALL)
Internet
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Brief description of the study
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HANUPublic university;Founded in 1959
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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
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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
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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
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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
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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
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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
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ICT training
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Top down
approach
Face-to-face
mode
Not recorded
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ICT use
For lesson preparation
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ICT users: 91.2%ICT non-users: 8.8%
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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
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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
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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
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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)
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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
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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
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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
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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)
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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: [email protected]
Email 2: [email protected]
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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