Information and Communication Technology application inpre-service teacher training programs in Vietnamese universities

Ngoc Hai Tran Et Al

doi:10.17762/pae.v58i1.841

Abstract

This study investigated how information and communication technologies are beingappliedinteachereducationprogramsinthreeuniversities including Tay Nguyen University, Ha Tinh University and Vinh UniversityinVietnam.Aquestionnaire handfacultybrochureswereusedtocollectdatafromfinalyearpre-service hteachers hinthose institutions hin hVietnam, hwhich hwere hpurposefullyselected.Thefindings hrevealed hthat hthe hthree hhigher heducation hinstitutions hare hnot hexposingpre-service hteachers hto hthe hculture hof he-learning; hpre-service hteachers hand heducational htechnologyteacher-educators hdo hnot hengage hin hreciprocal hintergenerational hmentoring; hdocument hanalysisrevealed hthat heducational htechnology hcourses hdoes hnot hcontain hadequate hICT-based hcontents handactivities; hand hthat heducation hmethod hcourses hdo hnot hinvolve hthe huse hof hICT-based htools hfordesigning hand hcreating hICT-based hactivities. hBased hon hthese hfindings, aaa number of recommendations hwere hmade to improve the ICT application in higher education institutions in Vietnam.

Highlights

More recently, applying Information and Communication Technologies (ICTs) into the educational process has become a major thrust for most Higher Education Institutions (HEIs) offering teacher www/psychologyandeducation.net education programs
There is no significant difference between the mean scores of final year pre-service teachers and educational technology teachereducators in three Vietnamese universities in exposure to the use of two dimensions of elearning through ICT tools/activities for indepth content coverage in different subjects
The findings revealed that the use of two dimensions of e-learning for exposing pre-service teachers to ICT tools/activities for deep understanding of subject matter was very low with aggregate mean scores of 2.43 for educational technology teachereducators and 2.41 for final year preservice teachers

Summary

Introduction

Applying Information and Communication Technologies (ICTs) into the educational process has become a major thrust for most Higher Education Institutions (HEIs) offering teacher www/psychologyandeducation.net education programs. United Nations Educational Scientific and Cultural Organization (UNESCO, 2012) posits that ICT is the key to fundamental wide-range educational reforms in the 21st century. To this end, teacher education faculties in higher education institutions are evolving from using traditional tools and techniques to the use of ICT-based tools/activities and pedagogies for teaching and learning. The document provides clues on how to support ICTs integration intoeducation with many theoretical frameworks which include the use of on-site approaches to learning and development (Armstrong, 2019; Resta, 2017) These are challenges teachers have to overcome to enhance the international dimension of educational experiences, since researchers are advocating for the integration of ICTs into education. These advocacies are underpinned by the current re-definition of Educational Technology which emphasizes the use of appropriate technological processes and resources (Januszewski & Molenda, 2018)

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Discussion

Conclusion