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TRENDS IN ICT APPLICATION IN TEACHING – LEARNING: THEORY AND PRACTICES IN TEACHER TRAINING Dr. NGUYEN Van Hien Hanoi National University of Education (HNUE)

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Presentation on theme: "TRENDS IN ICT APPLICATION IN TEACHING – LEARNING: THEORY AND PRACTICES IN TEACHER TRAINING Dr. NGUYEN Van Hien Hanoi National University of Education (HNUE)"— Presentation transcript:

1 TRENDS IN ICT APPLICATION IN TEACHING – LEARNING: THEORY AND PRACTICES IN TEACHER TRAINING Dr. NGUYEN Van Hien Hanoi National University of Education (HNUE) Vietnam

2 INTRODUCTION Computers are not magic, teachers are ( Craig Barrett – Ex CEO of Intel Corp. )  Therefore, it is essential to develop ICT competencies for both pre-service teachers and in-service teachers;  Identifying trends of ICT in education helps to define needed skills & appropriate approaches in developing ICT competencies for teachers.

3 BACKGROUND  Trend is a common direction in which targeted things tend to move to in the same period.  There were many papers discussed on trends of using ICT in teaching and learning (S.Retalis, To Xuan Giap, T.Leinonen, Maria Ranieri, Gerry White…)

4 BACKGROUND Model of S.Retalis, To Xuan Giap

5 BACKGROUND Model of T.Leinonen

6 BACKGROUND Three E-Learning Methodological Models of M.Ranieri

7 BACKGROUND CBT Computer-based Training: learning with computers which are not connected or LAN connected WBT/IBT Web-based Training/Internet-based Training: learning through Internet/Intranet CSCL Computer-Supported Collaborative Learning: learning on and by web 2.0 TEL Technology Enhanced Learning: featuring with support of any learning activity through technology  Gerry White, Dong Thi Thu Thuy:

8  Model of three trends in ICT application in teaching and learning Teachers Students 1 TeachersStudents 2 TeachersStudents 3 RESULTS AND DISCUSSION

9 A comparision of these three trends

10 Pedagogical Skills RESULTS AND DISCUSSION  Identify some necessary ICT skills to train pre-service teachers General Model of Teachers’ ICT competencies

11 RESULTS AND DISCUSSION  Identify some necessary ICT skills to train pre-service teachers

12 RESULTS AND DISCUSSION  Identify some necessary ICT skills to train pre-service teachers

13 RESULTS AND DISCUSSION  Identify some necessary ICT skills to train pre-service teachers

14 RESULTS AND DISCUSSION  Practice in training ICT skills for pre-service teachers (a case study at the Biology Faculty, HNUE)  The status of ICT in education in Vietnam under the three trends model  Develop ICT skills of trend (1) and (2) for pre- service teachers  Use the “through technologies” training model. Since “teachers teach as they were taught” 321

15          Topic 1 Topic 2 Topic 3 Topic 4 Topic 5 Topic 6 Keys:  : Lecturing with presentions to organize students' discussion  : Have students used the NiceNet website in their learning (www.nicenet.org)www.nicenet.org  : Have students practice in the computer lab  : Have students used, created Webquests  : Have students created and presented their own multimedia presentation -ICT and learning theories, learning methods -Knowledge of moral, laws associated with ICT in education Skills of mining internet, editing and selecting multimedia resources for lessons -Designing ICT – supported constructivist Biology lessons -Designing ICT – integrated constructivist Biology lessons -Implementing lessons integrated ICT as trend (1) and trend (2) RESULTS AND DISCUSSION

16 CONCLUSION  The paper has presented a new approach in identifying ICT trends in education in which ICT is put in an interacting system with teachers and students  The three trends of ICT application in education that have been identified by the author helps to define some needed ICT skills for pre-service teachers  The author have implemented an ICT training course for pre-service teachers of Biology at the Biology Faculty at HNUE. The course aims to develop for students ICT skills that match with the three trends of using ICT in teaching and learning and is run under the “through ICT” training model.

17 REFERENCES 1. Antonio Cartelli, Marco Palma, Maria Ranieri (2009), Encyclopedia of Information Communication Technology, Information Science Reference (an imprint of IGI Global), New York. 2. Tô Xuân Giáp (1997), Phương tiện dạy học, NXB Giáo dục, Hà Nội. 3. Intel, website chương trình giáo dục của Intel tại Việt Nam: www.intel.com/education/vn/ 4. Nguyễn Quang Lạc, Lê Công Triêm (1992), “Một số điểm về cơ sở lý luận dạy học của việc sử dụng máy tính điện tử”, Nghiên cứu Giáo dục, (1), Tr. 24-26. 5. Microsoft, website chương trình Partners in Learning (PiL) tại Việt Nam: www.mspil.net.vn. 6. John.J.Hirschbuhl (1996), Computers in Education (eighth edition), Dushkin/McGraw-Hill, USA. 7. ISTE (2000), National Educational Technology Standards (NETS) and Performance Indicators for Teachers, International Society for Technology in Education, www.iste.org, USA. 8. Engin Kursun, Sysegul Bakar, Melih Derya Gurer (2006), “Modeling technology use in teacher training programs: a case of a faculty of education”, The 2nd International Open and Distance Learning (IODL) Conference, Ataturk University, Turkey.

18 REFERENCES 9. Teemu Leinonen (2005), History of ICT in education - and where we are heading? http://flosse.blogging.fi/2005/06/23/critical-history-of-ict-in-education-and-where-we-are- heading/ http://flosse.blogging.fi/2005/06/23/critical-history-of-ict-in-education-and-where-we-are- heading/ 10. Guillermo E. Pedroni (1996), The Importance of The World Wide Web in Education K-12, Submitted as final requirement for the MSE at Southern Illinois University at Edwardsville 11. Pelgrum, W. J. (2001), “Obstacles to the integration of ICT in education: Results from a world wide educational assessment”, Computers & Education, (37), tr. 163-178. 12. S. Retalis, Trends in using new technologies in school education, University of Cyprus, www.softlab.ntua.gr/~retal/papers/BOOKS/book_schools/ICT-schools.pdf www.softlab.ntua.gr/~retal/papers/BOOKS/book_schools/ICT-schools.pdf 13. Guha. S.(2003), “Are we all technically prepared? Teachers’ perspective on the causes of comfort or discomfort in using computers at elementary grade teaching”, Information Technology in Childhood Education Annual, tr. 317–349. 14. Vicki Sharp (1999), Computer Education for Teachers (Third Edition), McGraw-Hill College, USA. 15. Snoeyink. R. & Ertmer. P. (2001), “Thrust into technology: how veteran teachers respond”, Journal of Educational Technology Systems, 30 (1), tr. 85–111.

19 REFERENCES 16. Đồng Thị Bích Thủy (2011), Đào tạo từ xa qua mạng: Những đặc trưng trong thời đại công nghệ ngày nay, Tạp chí Khoa học Giáo dục Kỹ thuật, TP. Hồ Chí Minh. 17. Tomei, L.A. (2005), The taxonomy for the technology domain, Information Science Publishing, USA. 18. UNESCO (2003), Final Report the Workshop on the Development of Guideline on Teacher Training in ICT Integration and Standards for Competency in ICT, UNESCO Bangkok, Thailand. 19. UNESCO (2005), Regional Guidelines on Teacher Development for Pedagogy-Technology Integration (Working Draft), UNESCO Bangkok, Thailand. 20. Vanfossen P. (1999), "Teachers would have to be crazy not to use the Internet!: secondary social studies teachers in Indiana”, the Annual Meeting of the National Council for the Social Studies,Orlando. 21. Gerry White (2005), Beyond the horseless carriage: Harnessing the potential of ICT in education and training, Education.au limited. 22. Website Answers.com: http://www.answers.com/topic/trend

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