LOW ICT COMPETENCIES IN LANGUAGE TEACHING

• Contributors:

• Ánh Nguyễn

• Chi Bùi

• Chi Lê

• Minh Võ

• Hải Hà

Subjects of research

• Primary school teachers of English (PSTE)

Constraint description Ts’ unawareness of ICT’s important role in

language learning and teaching• Teachers’ reluctance to use technology in

language teaching Time constraint in integrating ICT in teaching Poor ICT facilities at schools• Poor Internet Accessibility• No integration of ICT into ET methods

Constraint scope

• At most primary and secondary schools in VN

SLA CONDITIONS AFFECTED

• LANGUAGE INPUT:

• Classroom as the main environment for language input => a very negative constraint whatever SLA theories are applied

SLA CONDITIONS AFFECTED

• LANGUAGE OUTPUT:

• PSTEs may not help learners enhance language competencies (organizational & pragmatic knowledge) and language performance

SOLUTIONS

• Governmental policies related to using ICT in teaching English at primary education level (PEL)

• Principles of using ICT in teaching English at PEL in relation to SLA theories

• Enhanced use of ICT tools in teaching English at PEL

SOLUTIONS

• Governmental policies related to using ICT in teaching English at PEL

• Principles of using ICT in teaching English at PEL in relation to SLA theories

• Enhanced use of ICT tools in teaching English at PEL

Reference

• Mishra, . & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054

• http://tpack.org

• Thy Tran, Jeff Pearer (2012) ADDRESSING TECHNOLOGICAL, PEDAGOGICAL AND CONTENT KNOWLEDGE: THE TPACK FRAMEWORK OF TEACHER PROFESSIONAL DEVELOPMENT ON ICT IN THE USA AND VIETNAM. Paper presented at Towards th education renovation in Viet Nam Oct 2012

THANK YOU Kia ora

GOVERNMENTAL POLICIES

• Schools should be self-governing, independent entities and responsible for deciding how to use ICT in teaching and learning at their school

• Priority should be given to ICT and language competence development in curriculum design

• Greater support should be given to collaboratory, ICT-related professional development

PRINCIPLES OF USING ICT IN RELATION TO SLA THEORIES

• ICT tools: should be wisely chosen for individual teaching tasks

• ICT: should not be seen as the only resource to developing language competence and performance

• ICT: be seen as a powerful tool in speeding up the boat of SLA

ENHANCED USE OF ICT TOOLS IN TEACHING ENGLISH AT PRIMARY

EDUCATION LEVEL

• Provide sufficient access to the internet• Provide technological facilities funded

by the national government• Set timelines for teachers to reach the

required level of ICT competence• Set the minimum percentage of class

time that should involve ICT use

Technological Pedagogical and Content Knowledge (TPACK) framework, http://tpack.org

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