GLOCALL 2019

Developing the ability to use technology in education for pre-service English teachers in Vietnam: Why ineffective? Presenters Vincent Pang, Universiti Malaysia Sabah Lee Kean Wah, School of Education, University of Nottingham Malaysia Vo Thi Kim Anh, University of Foreign Language Studies, The University of Danang

Technology integration in education The application of technology plays an important role in language teaching and learning (Epstein, 2010). Technology application has such positive effects on students’ interest, motivation, achievement, self-concept and environment (Kingsley, 2007; Pollard & Pollard, 2004). Pre-service teachers of English should be equipped with the ability to use technology in language teaching and learning for future career. (Swan, 2006).

Technology in education in Vietnamese context 2009 was chosen year of ICT use in Vietnam. (Dang, 2011) Vietnam is just at the beginning of integrating technology in education (Dang, 2011) The application of technology in education in universities in general and in English pre-service teacher education programs is limited due to poor facility, lecturers’ low proficiency of technology, in sufficient training and limited studies of the application of technology in university programs (Quach, 2005; Dang, 2011; Pham, 2017). ->A need for further research on technology integration in university programs in Vietnam, especially in English pre-service teacher education programs.

Research questions How effective is the English teacher education program in developing pre- service teachers’ ability to use technology in education? What factors affect the effectiveness of developing pre-service English teachers’ ability to use technology in educations?

Research approach and procedure Research approach: Qualitative research Procedure: Data collection: through in- depth interviews - data analysis: code and theme

Research instrument In-depth interviews

Participants Lecturers Students Over 20 year experience Involving in the curriculum design Students Fourth year students

How effective is the English teacher education program in developing pre-service teachers’ ability to use technology in education? Students’ views Lecturers’ views Student 1: Not sure whether we can actually apply technology in our teaching later. Student 2: Ineffective. I was introduced some tools and techniques but no sufficient practice. Student 3: How can I apply technology in teaching when I do not see technology application in my teachers’ lessons? Lecturer 1: effective enough when we have technology in education course. Lecturer 2: Honestly speaking, students hardly develop their ability to use technology in education with our current curriculum implementation. Lecturer 3: Ineffective with a course on the tools to use. Lack of focus on how to integrate technology in specific lessons

Reasons: Students’ views What factors affect the effectiveness of developing pre-service English teachers’ ability to use technology in educations? Reasons: Students’ views Students’ lack of condition: laptop, internet access Slow internet access in university Facility Focus on tools Lack of application in individual language skills Technology in education course Lack of connection between technology in education and pedagogical courses Pedagogical content for technology integration

Reasons: Lecturers’ views What factors affect the effectiveness of developing pre-service English teachers’ ability to use technology in educations? Reasons: Lecturers’ views Low internet access in university Facility Just 30 periods: Not enough time for developing students’ ability to use technology in education The course focuses on tolls, not on application of technology in education Technology in education course No connection between technology and pedagogical knowledge and skills Pedagogical content for technology integration

Discussion Ineffectiveness of technology integration in English teacher education programs In the world: English pre-service teacher education programs fail to develop students’ ability to apply technology in education (Noris, Sullivan, Poirot & Soloway, 2003; Carlson & Reidy, 2004; Friedman, 2006) In Vietnam: Constraints like poor facility, insufficient training, teachers’ low competency of technology use and policies prevent effective use of technology in language teaching and learning in pre-service teacher education programs (Dang, 2011)

Discussion (cont’) Reasons for ineffectiveness to develop students’ ability to use technology in education in the world: Lack of facility (Noris, Sullivan, Poirot & Soloway, 2003; Carlson & Reidy, 2004; Friedman, 2006; Swan, 2006). Not effective technology integration in the curriculum (Swain, 2006) Lack of training during the program (Topper, 2004) Lack of exposure to the application of technology in education in the program (Hermadez-Ramos, 2005)

Discussion (cont’) Reasons for ineffectiveness to develop students’ ability to use technology in education in Vietnam Lack of on-going financial support (Dang, 2011) Teachers’ low competency of ICT use (Dang, 2011; Peter & Van Petergem) Limited studies on CALL in education in Vietnam -> insufficient knowledge of how to apply technology in education in Vietnamese contact (Quach, 2005)

Implications Redesigning English pre-service teacher education curriculum for better technology integration Improving facility Providing more training to improve lecturers’ competency of technology use Appropriate policies to encourage technology adoption in teaching Raising pre-service teachers’ awareness of the importance of technology use in education

References Carlson, B & Reidy, S. (2004). Effective access: Teachers’ use of digital resources. OCLC System and services, 20(2), 65-70. Dang, N. T. (2011). Exploring CALL options for teaching EFL in Vietnam. Master thesis.: Minnesota State University, Mankato Friedman, A. (2006). K-12 teachers’ use of course websites. Journal of technology and teacher education, 14(4), 795-810. Hermandez-Ramos, P. (2005). If not here, where? Understanding teachers’ use of technology in Silicon Valley schools. Journal of research on technology in education, 38(1), 383-408.

References (con’t) Kingsley, K. V. (2007). Empower diverse learners with educational technology and digital media. Intervention in school and clinic, 43(1), 52-56. Noris, N., Sullivan, T. Poirot, J. & Soloway, E. (2003). No access, no use, no impact: Snapshot surveys of educational technology in K-12. Journal of Research on technology in education. 36(1), 15-27. Pollard, C. & Pollard, R. (2004). Research priorities in educational technology: a Delphi study. Journal of Research on technology in education, 37(2), 145-160. Quach, N. T. (2005). Internet and e-learning. Country report of Vietnam, 6, 5-10

References (con’t) Swain, C. (2006). Pre-service teachers elf-assessment using technology: Determining what is worthwhile and looking for changes in daily teaching and learning practices. Journal of Technology and Teacher Education, 12(3), 29-59 Topper, A. (2004). How we are doing? Using self-assessment to measure changing teacher literacy within a graduate educational technology program. Journal of technology and teacher education, 12(3), 303-317.