ICT competencies

ICT competencies

• 1.
  LOW ICT COMPETENCIESIN 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 • Atmost 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 policiesrelated 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 policiesrelated 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 • Schoolsshould 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 USINGICT 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 OFICT 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.
  Technological Pedagogical andContent Knowledge (TPACK) framework, http://tpack.org •Mindmapping •LWT •Blogging •Google docs •Quizlet •BYKI •My.vocabulary.com •Youtube •Gtr •Glosbe