Low ict competencies in language teaching
- 1. LOW ICT COMPETENCIES IN LANGUAGE TEACHING • Contributors: • Ánh Nguyễn • Chi Bùi • Chi Lê • Minh Võ • Hải Hà
- 2. Subjects of research • Primary school teachers of English (PSTE)
- 3. 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
- 4. Constraint scope • At most primary and secondary schools in VN
- 5. SLA CONDITIONS AFFECTED • LANGUAGE INPUT: • Classroom as the main environment for language input => a very negative constraint whatever SLA theories are applied
- 6. SLA CONDITIONS AFFECTED • LANGUAGE OUTPUT: • PSTEs may not help learners enhance language competencies (organizational & pragmatic knowledge) and language performance
- 7. 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
- 8. 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
- 9. 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
- 10. THANK YOU Kia ora
- 11. 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
- 12. 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
- 13. 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
- 14. •Mindmapping •LWT •Blogging •Google docs •Quizlet •BYKI •My.vocabulary.com •Youtube •Gtr •Glosbe Technological Pedagogical and Content Knowledge (TPACK) framework, http://tpack.org