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MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION LE THI KIM LOAN DEVELOPING INFORMATION TECHNOLOGY COMPETENCE IN TEACHING FOR TEACHER STUDENTS AT UNIVERSITI

MINISTRY OF EDUCATION AND TRAINING

HANOI NATIONAL UNIVERSITY OF EDUCATION

LE THI KIM LOAN

DEVELOPING INFORMATION TECHNOLOGY

COMPETENCE IN TEACHING

FOR TEACHER STUDENTS AT UNIVERSITIES

MAJOR: THEORY AND HISTORY OF EDUCATION

CODE: 9 14 01 02

SUMMARY OF PhD THESIS

HANOI –2019

The Thesis is conducted at Hanoi National University of Education

Academic Supervisor:

Reviewer 1: Assoc Prof Dr Tran Huu Hoan

National Academy of Education Management

Reviewer 2: Assoc Prof Dr Tran Viet Luu

Central Propaganda and Training Commission

Reviewer 3: Assoc Prof Dr Nguyen Thi Thanh Hong

Hanoi National University of Education

The thesis will be defended in front of the Thesis Assessment Council

at Hanoi National University of Education

at _ on

This Thesis can be retrieved at:

- The National Library of Vietnam, Hanoi

- Library of Hanoi National University of Education

INTRODUCTION

1 Reasons for choosing the topic

The recent achievements in the field of Information Technology (IT) have been greatly affected every single aspect of our socio-economic life In this digital age, IT competence becomes a basic necessity For teachers, IT competence is a fundamental component of the professional competence system, which should be established and developed in the university and further fostered throughout the course of their professional life

Modern teaching theories have focused on studying the competence – oriented teaching process in the setting of rapid digital technology development and the Industrial Revolution 4.0 However, the basic theoretical framework for developing IT competence in teaching for teacher students has not been completed In-depth studies on this issue are necessary to provide universities with a basic guide to building their own measures of developing IT competence

in teaching for teacher students

By recognizing the crucial role of IT as a modern teaching assistant, which contributes to the fundamental and comprehensive renovation of the Vietnamese education system in general and higher education, specifically (as mentioned in the Resolution of the 8th Plenum of the XI Party Central Committee), IT has been increasingly implemented in the universities’ training process that led to remarkable results However, the development of IT competence for teacher students has not been properly addressed Which IT

competencies should be included and how to help students build up these

competencies is an issue that requires universities to deeply investigate

There is actually no profound research on developing IT competence in teaching for future teachers in the world In Vietnam, only a limited number

of researchers take the viewpoint of “IT competence as one of the professional competencies” into consideration Hence, the topic selected,

"Developing IT competence in teaching for teacher students at universities" proves to be urgent and useful for improving the quality of teacher education, meeting the fundamental and comprehensive reform requirements of the higher education sector

2 Objectives of the research

Based on studying the theories and realities of developing IT competence

in teaching for teacher students, the thesis proposes the measures to develop IT

competence in teaching for teacher students at universities, improving teaching efficacy, meeting the teacher professional standards, contributing to the remodeling of higher education in Vietnam

3 Objects and subjects of the research

3.1 Objects of the research

The activities of developing IT competence in teaching for teacher students

in teacher training programs at universities

3.2 Subjects of the research

The measures to develop IT competence in teaching for teacher students at universities

5 Research tasks

5.1 Building the theoretical foundation for developing IT competence in

teaching for teacher students at universities

5.2 Surveying, analyzing and assessing the current status of developing IT

competence in teaching for teacher students at universities

5.3 Proposing, testing and examining the applicability of proposed measures

for developing IT competence in teaching for teacher students at universities

6 Scope of the research

6.1 Regarding the research contents

The research focuses on the development of IT competence in teaching for teacher students in full-time undergraduate teacher training programs (except for IT teacher training programs) at public universities in Vietnam

6.2 Regarding the research area

The research was conducted in 5 universities in the Central of Vietnam that are qualified to train undergraduate teacher students: Hue University of Education, Da Nang University of Education, Quy Nhon University, Pham Van Dong University (Quang Ngai province) and Phu Yen University

The experimental study was conducted at Phu Yen University

6.3 Regarding the research subjects

The survey included 3300 subjects of 5 universities in the research area:

170 managers, 530 lecturers and 2600 full-time undergraduate students in Geography, Literality, English, Math and Physics Teacher Education

6.4 Regarding the time for the research

The study has been conducted from 2015 to 2018

7 Methodology

7.1 Research methodology

Activity approach; System–structure approach; Competence-based approach; Development approach; Interdisciplinary approach

7.2 Theoretical methodology group: Theoretical analysis and synthesis;

Theoretical classification and systematization

7.3 Practical methodology group

Survey; Interview; Observation; Professional solution; Product research; Experience analysis and summation; Pedagogical experiments

7.4 Information processing methods

Information is processed by statistical mathematics, graphs and charts

8 New contributions

8.1 Theoretical contributions

Complementing and enriching the theoretical foundation for developing IT competence in teaching for teacher students, contributing to the improvement of modern tertiary teaching theories

8.2 Practical contributions

- Clarifying the realities of developing IT competence in teaching for teacher students at universities in Vietnam to meet the teacher professional standards, the new general education program and the requirement of fundamental and comprehensive reform of general education

- Proposing a system of measures for developing IT competence in teaching for teacher students to improve the quality of teacher training of universities

- Applying those measures in the teacher training in universities, serving as

a reference for teachers in schools

9 Argument for defending the thesis

9.1 IT competence in teaching is one of the fundamental and highly necessary

competence among the system of teachers’ professional competencies Developing

IT competence in teaching helps improve the professional practice of teacher students, which is one of the important tasks of teacher education universities 9.2 Teacher students have not equipped themselves with adequate IT competence in teaching to effectively perform teaching tasks at the level of teacher professional standards in high schools

9.3 Identifying appropriate measures, among which building the framework of

IT competence in teaching and consequently conducting the competence - oriented teaching process based on that framework is a prerequisite for the effective development of IT competence in teaching for teacher students at universities, leading to the improvement of teacher training quality and the high schools’ professional standards satisfaction

10 Structure of the Thesis

Beside the introduction, conclusion and recommendations, the list of references, the thesis consists of three chapters

Chapter 1: The theoretical foundation for developing IT competence in teaching for teacher students at universities

Chapter 2: The realities of developing IT competence in teaching for teacher students at universities

Chapter 3: The measures for developing IT competence in teaching for teacher students at universities

Chapter 1 THE THEORETICAL FOUNDATION FOR DEVELOPPNG INFORMATION TECHNOLOGY COMPETENCE

IN TEACHING FOR TEACHER STUDENTS AT UNIVERSITIES

1.1 Overview of researches related to the topic

1.1.1 Research on information technology competence in teaching

The European Union, UNESCO and OECD have spent a lot of research projects on IT competence: European Electronic Technology Framework [72], e-Skill and ICT Professionalism - Fostering the ICT Profession in Europe [87], ICT Competency Framework for Teachers [101] IT competence

is related to computer literacy and generally understood as the knowledge and skills required for an effective use of hardware and software [90] Romani (2009) [92] and Ferrari (2012) [73] argue that IT competence is related to digital literacy and digital competence The common point of these studies is that IT competence is associated with the use of computer skills to exploit, process and share information

Researchers have also asserted that teachers’ ability to integrate IT into teaching is one of the most significant factors affecting the effectiveness of IT application in teaching As IT appears in the classroom, teachers become learning resource coordinators [96] Only teachers who have been trained in using IT are able to effectively perform the roles of a supervisor and an advisor [66] In order to use IT in the classroom, teachers should have basic

IT competence, technology competence, method competence, IT integration competence in teaching topics, ethical use of IT, etc [93]

Many doctoral theses from Hanoi National University of Education are researches on: Applying IT in teaching subjects; Innovating teaching methods with the support of IT; Use IT to actively promote student learning; Lecture design with the support of IT; Applying IT in testing and evaluation

1.1.2 Research on developing information technology competence in teaching for student teachers

- Analyzing teacher training programs: UNESCO (2013) has introduced the

researches on teaching IT in teacher training programs of some authors [102], including: Cher Ping LIM of Edith Cowan University; Jianhua Zhao of SP South China University; Kim Hyeonjin of the National University of Education in Korea; Rhea and Amelia of the University of Mindanao - Philippines; Philip

Wong and Shanti Divaharan of the Singapore National Institute of Education; Prawit Simmatun of Mahasarakham Rajabhat University, Thailand; Nguyen Van Hien of Hanoi National University of Education

- Factors influencing the development of IT competence for teacher students: Studies of Ruth Xiaoqing Guo (2006), Lin and Md.Yunus (2012),

Mahmud and Ismail (2010), Xiong and Lim (2015), Tomte (2015), Aslan and Zhu (2015, 2016) analyzed factors affecting the IT competence of teachers and students [61], [62], [83], [85], [98], [105] These are training programs,

the awareness of teachers and students, age and gender

- Evaluation of IT competence in teaching: The authors Torok, Manakana

and the Department of Education and Training (Western Australia) studied the development of a tool set for assessing IT competence in teaching of teachers and teacher students

- Proposing measures to improve IT competence in teaching for student teachers: UNESCO provides support to "Renovation of competence – based

teachers training" [103]; Kirschner (2003) proposed six criteria for teacher curriculum [78]; Fredrik Mork Rokenes and Rune Johan Krumsvik published the article " “Development of Student Teachers’ Digital Competence in Teacher Education”, introducing experimental studies on teaching IT for student teachers [91] Researchers in Canada have shown that digital distance can be narrowed down by training teachers with the goal of improving IT competence [69] Two

of the very limited studies on IT standards for student teachers are those of

Correos (2014)[67] and Thai Hoai Minh and Trinh Van Bieu (2016)[40]

1.1.3 General comments and the problems that the thesis needs to address

1.1.3.1 General comments: There have been a lot of researches on IT

competence in teaching but they mainly focus on policy, perception, influencing factors Particularly, it is difficult to find in-depth and specific research on IT competence in teaching for student teachers

1.1.3.2 The problems that the thesis needs to address: The thesis must focus on the

following key issues: (1) Standardizing definitions and identifying IT framework; (2) Building the framework of IT competence in teaching for student teachers at universities; (3) Conducting surveys on current status of the development of IT competence in teaching for student teachers in some universities; (4) Proposing a system

of measures to develop IT competence in teaching for student teachers;(5) Experimenting

a number of key measures to test the usability of the proposed measure system

1.2 The theories of teacher students' IT competence in teaching 1.2.1 IT competence

1.2.1.1 Competence

* Concept of competence: Competence is a complex structure including

knowledge, skills and attitude which ensures the ability to effectively

perform tasks in defined situations

* Structure of competence: The Benjamin Bloom model used in this

thesis consists of 3 components: knowledge, skills and attitude

1.2.1.2 Information technology

* Concept of IT: A collection of modern scientific and technological

methods, tools and means for producing, transmitting, collecting,

processing, storing and exchanging information

1.2.1.3 Information technology competence

* Concept of IT competence:

A complex structure including an individual's knowledge, skills and

attitude of IT integration to effectively perform a task in a defined situation

* IT competence system: Based on the concept of competence and IT

competence in the context of 21st century setting, the thesis proposed a general

IT competence system consisting of 8 components, listed in the full-text thesis,

Table 1.1

* General IT competence framework:

General IT competence framework

proposed by the author is a

three-dimensional coordinate system consisting

of Component system, Structure and Level

of IT competence (Figure 1.3)

1.2.2 Teacher students’ IT competence in teaching

1.2.2.1 Teacher students

A teacher student is an individual who is attending a tertiary teacher

training program at colleges and universities

1.2.2.2 The concept of student teachers' IT competence in teaching

A complex structure including student teachers' knowledge, skills and

attitude of IT integration to effectively perform their teaching tasks

1.2.3 The framework of IT competence in teaching for student teachers

1.2.3.1 The basis for building the framework of IT competence in teaching

for student teachers: (1) the output standard of teacher education curricula; (2) IT competence standards; and (3) teacher professional analysis

1.2.3.2 The framework of IT competence in teaching for student teachers

* Identifying IT component competencies: for student teachers, do not include Competency 5 (Expert competency) and Competency 6 (Manager competency); the rest will be appropriately described according to related teaching tasks in teacher professional analysis

* Determining the structure for each component competency: The thesis describes in detail knowledge and skills Attitude will be specifically described in case there are concerns about this element

* Determining the level of each component competency: 1-None, 2- Basic, 3- Average; 4- High; 5 - Very high

1.3 The theories of developing information technology competence in teaching for teacher students at universities

1.3.1 The concept of developing information technology competence in teaching for teacher students

Developing IT competence in teaching for teacher students is a process of forming and improving the IT competencies in teaching for teacher students

to implement teaching activities effectively according to the defined objectives

This process has the following features: (1) Developing IT competence in teaching for teacher students to implement competence – oriented education; (2) Developing IT competence in teaching for teacher students through teacher education curricula; (3) Improving IT competence in teaching for teacher students includes two activities: development and self-development; (4) Developing IT competence in teaching for teacher students is carried out in the

IT application environment; (5) Developing IT competence in teaching for teacher students is affected by social environment

1.3.2 The need to develop IT competence in teaching for teacher students

at universities

Developing IT competence in teaching for teacher students is unarguably

necessary due to these following reasons: (1) IT competence is a fundamental, necessary competence in the 21 st century; (2) IT competence is a component

of the pedagogical competence system; (3) Orientation of Vietnam's education innovation; (4) The current status of developing IT competence in

teaching for teacher students at Vietnamese universities

1.3.3 The purpose of developing IT competence in teaching for teacher students at universities

Developing IT competence in teaching for teacher students aims at improving teacher students' IT competencies so that they can accomplish their tasks more effectively, that will eventually contribute to the improvement of teacher training quality of Vietnamese universities to meet the teacher professional standards

1.3.4 The principles of developing IT competence in teaching for teacher students at universities

(1) Ensure to fulfill the objectives and the output standards of the teacher education curricula; (2) Implemented into the teaching process; (3) The active participation of students decides the efficiency of developing IT competence

in teaching; (4) Must be suitable for the teacher students' psychological characteristics; Inheriting the teacher students' IT skills achieved at high school; (5) Ensure the goal of forming and improving future teachers’ personality, quality and professional competence

1.3.5 The contents of developing IT competence in teaching for teacher students at universities

Including the development of 10 components: Cont.1 – Improving the competency of understanding IT in teaching ; Cont.2 - Forming and enhancing the competency to use IT in curricula and textbook analysis ; Cont.3 - Forming and improving the methodology competency; Cont.4 - Improving the competency to use

IT equipment and software in teaching; Cont.5 - Forming and improving the competency to design lesson plans with IT support; Cont.6 - Forming and enhancing the competency to perform lesson plans using IT; Cont.7 - Forming the competency to use IT in classroom organization and management; Cont.8 - Forming and improving the competency to use IT in assessing students' progress and learning outcomes; Cont.9

- Forming the competency to use IT in building, managing and exploiting teaching records; Cont.10 – Enhancing the professional training competency

1.3.6 The pathways to develop IT competence in teaching for teacher students at universities

Principal pathways: (1) Teaching activities; (2) Self - learning of students; (3) Pedagogical training activities; (4) Extracurricular activities

1.4 Factors affecting the efficiency of developing IT competence in teaching for teacher students at universities

1.4.1 Subjective factors 1.4.2 Objective factors

CONCLUSION FOR CHAPTER 1

In chapter 1, the thesis has systematized and complemented the theoretical basis of developing IT competence in teaching

Based on an overview of researches on the topic, inheriting the success of previous studies and identifying issues to be solved, the thesis completed the concepts related to IT competence in teaching for teacher students From the concept of competence and IT, the author introduced the concept of IT competence and general

IT competence framework, which is a 3-dimensional coordinate system including component system, structure and level of IT competence This general IT competence framework is the basis for building IT competence framework for various professional activities, and teaching is not an exception

Teacher students' IT competence in teaching is a complex structure including their own knowledge, skills and attitudes of IT integration to effectively implement their teaching tasks The framework of IT competence in teachingfor teacher students is built based on the output standards of the teacher training programs, IT standards, analysis of teaching profession and general IT competence framework proposed by the author The core of the framework of IT competence in teaching for teacher students is the system of competencies composed of 10 components, each describes in detail the knowledge and skills

of IT integration in a specific activity of the teaching process

The focus of this chapter is the theoretical framework for developing IT competence in teaching for teachers students in universities Developing IT competence in teaching for teacher students is a process of forming and improving the IT competencies in teaching for teacher students to implement teaching activities effectively according to the defined objectives This process forms and improves 10 components of IT competence for teacher students of education through teaching activities, and self - learning of students, pedagogical training activities and extracurricular activities Developing IT competence in teaching for teacher students depends on many affecting factors, both subjective and objective

The theoretical basis discussed in this chapter has significant importance, can be served as a support for further study, survey and proposal of measures

to develop IT competence in teaching for teacher students at the universities, which will eventually enhance teacher training quality to satisfy the professional standards and the new general education program

Chapter 2 THE REALITIES OF DEVELOPING

INFORMATION TECHNOLOGY COMPETENCE IN TEACHING

FOR TEACHER STUDENTS AT UNIVERISTIES

2.1 Overview on the survey area and the conduction of the survey on realities of developing IT competence in teaching for teacher students at universities

2.1.1 Overview of the survey area

The Thesis examines the realities of developing IT competence in teaching for teacher students at 5 universities The common feature of the five universities included in the survey is that they have been training full-time high school teachers in social science, natural science and foreign language They all have IT departments in charge of teaching IT modules in their teacher

education curricula

2.1.2 Conducting the survey

2.1.2.1 Purpose of the survey

2.1.2.2 Contents of the survey

2.1.2.3 Subjects of the survey: The survey included 3300 subjects of 5

universities in the research area: 170 managers, 530 lecturers and 2600 full time undergraduate students in Geography, Literality, English, Math and Physics Teacher Education

-2.1.2.4 Time of the survey: From January 2017 to May 2017

2.1.2.5 Method of the survey: Questionnaire survey method; Observation

method; Product research method; Professional solution

2.1.2.6 Collecting and processing survey results

2.2 The result of the survey on developing IT competence in teaching for teacher students at universities

2.2.1 Analyzing survey participants

The results of the study were analyzed from 3027 questionnaires collected

out of the expected number of 3300, thus reaching the response rate of 91.73% 2.2.2 The realities of IT competence in teaching of teacher students

The results from the questionnaires showed that teacher students' IT competence in teaching was rated average In detail, Comp 8 and Comp 9 were at basic level, the remainings were at average level

Table 2.4 Realites of teacher students' IT competence in teaching

Competencies 𝑿̅ Rank Level Teacher students' IT competence in teaching 2.80 Average Comp.1 - IT understanding competency 2.79 7 Average

Comp.2 - Competency to use IT in curricula and

Comp.3 - Methodology competency 2.86 5 Average

Comp.4 - Competency to use IT equipment and

Comp.5 - Competency to design lesson plans with IT

Comp.6 - Competency to perform lesson plans using IT 2.85 6 Average

Comp.7 - Competency to use IT in classroom

organization and management 2.70 8 Average

Comp.8 - Competency to use IT in assessing students'

progress and learning outcomes 2.52 10 Basic

Comp.9 - Competency to use IT in building,

managing and exploiting teaching records 2.59 9 Basic

Comp 10 - Professional training competency 2.90 3 Average

In order to understand the current status of teacher students' IT competence in teaching more deeply, the author interviewed some managers, lecturers, students and observed some of the students’ teaching practice sessions The results from both the interview and the observation highly correspond to the ones derived from the questionnaire

2.2.3 The realities of developing IT competence in teaching for teacher students

2.2.3.1 Students' IT usage (Table 2.10 - 2.12)

2.2.3.2 Lecturers' IT competence (Table 2.13)

2.2.3.3 Awareness of the need for developing IT competence in teaching for teacher students (Table 2.14 and Figure 2.4);

2.2.3.4 Condition of facilities (Table 2.15)

2.2.3.5 Implementation of developing IT competence in teaching for teacher students

The general assessment on developing IT competence in teaching for teacher students is that two universities achieved a good level and 3 universities achieved an average level