ICT Training and ICT Use among Vietnamese Foreign Language Teachers
Information and communications technology (ICT) devices have become increasingly available for teaching and learning in Vietnam. However, availability of ICT facilities and ICT use are two different dimensions. Teachers’ ICT integration often depends on their level of ICT competency, which is closely linked with ICT training. This paper presents the results of a case study that investigated ICT training for foreign language teachers at a university in Vietnam. Survey participants (n = 222) were asked to report on ICT use in lesson preparation and classroom teaching, and provision of ICT training opportunities. Subsequently data were collected from semi-structured interviews (n = 43), during which interviewees addressed their ICT use, training in ICT and access to suitable technology. The findings of the study provide insights into the relationship between ICT provision and training, and ICT use in foreign language teaching in the Vietnamese context. Consideration of the findings suggests a need for on-going and regularly updated professional development programs with a focus on specific ICT skills for which language teachers profess a need.
||ICT Training, ICT Use, ICT Competence, ICT Skills, Foreign Language Teaching
Ubiquitous Learning: An International Journal, Volume 5, Issue 3, pp.13-24.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 453.814KB).
Doctor-of-Education Student, Faculty of Education, La Trobe University, Melbourne Campus, Melbourne, Victoria, Australia
Xuan Thu Dang started his professional doctorate studies (on the use of ICT in language teaching in Vietnam) at La Trobe University, Melbourne, Australia in 2009. He was formerly Deputy Dean of the English Department, Hanoi University, Vietnam. Since 1991 he has been involved in teaching and research mainly in Vietnam in the discipline areas of English as a foreign language, technology in teaching, learning and professional development, translation and interpreting skills. Thu has been working as a high-level freelance interpreter for the European Commission since 2002. In 2011, Thu assisted a project in Royal Children’s Hospital in Melbourne about using the ambient technologies to create classroom presence for children absent due to health reasons. In 2012, he joined the early part of phase 2 of the project using broadband-enabled ambient and phatic technologies to connect hospitalised children with their schools and families in Melbourne, Australia. His current research interests include ubiquitous learning, e-learning, mobile learning, blended learning, innovative use of ICT in teaching and learning, and best practices of ICT use in higher education.
Senior Lecturer in Language Education, School of Educational Studies, La Trobe University, La Trobe University, Victoria, Australia
Howard Nicholas is Senior Lecturer in Language Education. He is based on the Bundoora campus. He has wide research and teaching experience in child and adult second language acquisition (German and English) and in the acquisition of German as a first language. He has researched extensively in the area of mobile technologies and education. He has worked in Germany on various research projects and has undertaken Visiting Professorships at the University of Hawaii, at Manoa, Concordia University in Montreal and the University of Western Australia. From 1991 to 2007 he was Senior Researcher in the joint Macquarie University-La Trobe University Australian AMEP (Adult Migrant English Program) Research Centre. Howard was Vice-President, President and Immediate Past President of the Applied Linguistics Association of Australia between 2000 and 2008. He was Director of the Centre for Regional Education within the Faculty of Education in 2008 and 2009 and Associate Dean (International) in 2011. For more information, please visit: http://www.latrobe.edu.au/education/about/staff/profile?uname=HRNicholas
Chair: Ethics Committee, Faculty of Education, La Trobe University, Melbourne, Victoria, Australia
Dr Ramon (Rom) Lewis is a Professor in the Faculty of Education at La Trobe University where he has specialised in the area of quantitative research methodology for over 30 years. Dr Lewis’ major research interests are classroom management, and adult and adolescent coping. In addition to his academic position, Dr Lewis consults with schools in a bid to explore the gap between theory and classroom practice.