1. GLOCALL 2019

2. Developing the ability to use technology in education for pre-service English teachers in Vietnam: Why ineffective?
Presenters Vincent Pang, Universiti Malaysia Sabah Lee Kean Wah, School of Education, University of Nottingham Malaysia Vo Thi Kim Anh, University of Foreign Language Studies, The University of Danang

3. Technology integration in education
The application of technology plays an important role in language teaching and learning (Epstein, 2010).
Technology application has such positive effects on students’ interest, motivation, achievement, self-concept and environment (Kingsley, 2007; Pollard & Pollard, 2004).
Pre-service teachers of English should be equipped with the ability to use technology in language teaching and learning for future career. (Swan, 2006).

4. Technology in education in Vietnamese context
2009 was chosen year of ICT use in Vietnam. (Dang, 2011)
Vietnam is just at the beginning of integrating technology in education (Dang, 2011)
The application of technology in education in universities in general and in English pre-service teacher education programs is limited due to poor facility, lecturers’ low proficiency of technology, in sufficient training and limited studies of the application of technology in university programs (Quach, 2005; Dang, 2011; Pham, 2017).
->A need for further research on technology integration in university programs in Vietnam, especially in English pre-service teacher education programs.

5. Research questions
How effective is the English teacher education program in developing pre- service teachers’ ability to use technology in education?
What factors affect the effectiveness of developing pre-service English teachers’ ability to use technology in educations?

6. Research approach and procedure
Research approach: Qualitative research
Procedure: Data collection: through in- depth interviews - data analysis: code and theme

7. Research instrument
In-depth interviews

8. Participants Lecturers Students Over 20 year experience
Involving in the curriculum design
Students
Fourth year students

9. How effective is the English teacher education program in developing pre-service teachers’ ability to use technology in education?
Students’ views
Lecturers’ views
Student 1: Not sure whether we can actually apply technology in our teaching later.
Student 2: Ineffective. I was introduced some tools and techniques but no sufficient practice.
Student 3: How can I apply technology in teaching when I do not see technology application in my teachers’ lessons?
Lecturer 1: effective enough when we have technology in education course.
Lecturer 2: Honestly speaking, students hardly develop their ability to use technology in education with our current curriculum implementation.
Lecturer 3: Ineffective with a course on the tools to use. Lack of focus on how to integrate technology in specific lessons

10. Reasons: Students’ views
What factors affect the effectiveness of developing pre-service English teachers’ ability to use technology in educations?
Reasons: Students’ views
Students’ lack of condition: laptop, internet access
Slow internet access in university
Facility
Focus on tools
Lack of application in individual language skills
Technology in education course
Lack of connection between technology in education and pedagogical courses
Pedagogical content for technology integration

11. Reasons: Lecturers’ views
What factors affect the effectiveness of developing pre-service English teachers’ ability to use technology in educations?
Reasons: Lecturers’ views
Low internet access in university
Facility
Just 30 periods: Not enough time for developing students’ ability to use technology in education
The course focuses on tolls, not on application of technology in education
Technology in education course
No connection between technology and pedagogical knowledge and skills
Pedagogical content for technology integration

12. Discussion
Ineffectiveness of technology integration in English teacher education programs In the world: English pre-service teacher education programs fail to develop students’ ability to apply technology in education (Noris, Sullivan, Poirot & Soloway, 2003; Carlson & Reidy, 2004; Friedman, 2006) In Vietnam: Constraints like poor facility, insufficient training, teachers’ low competency of technology use and policies prevent effective use of technology in language teaching and learning in pre-service teacher education programs (Dang, 2011)

13. Discussion (cont’)
Reasons for ineffectiveness to develop students’ ability to use technology in education in the world:
Lack of facility (Noris, Sullivan, Poirot & Soloway, 2003; Carlson & Reidy, 2004; Friedman, 2006; Swan, 2006).
Not effective technology integration in the curriculum (Swain, 2006)
Lack of training during the program (Topper, 2004)
Lack of exposure to the application of technology in education in the program (Hermadez-Ramos, 2005)

14. Discussion (cont’)
Reasons for ineffectiveness to develop students’ ability to use technology in education in Vietnam
Lack of on-going financial support (Dang, 2011)
Teachers’ low competency of ICT use (Dang, 2011; Peter & Van Petergem)
Limited studies on CALL in education in Vietnam -> insufficient knowledge of how to apply technology in education in Vietnamese contact (Quach, 2005)

15. Implications
Redesigning English pre-service teacher education curriculum for better technology integration
Improving facility
Providing more training to improve lecturers’ competency of technology use
Appropriate policies to encourage technology adoption in teaching
Raising pre-service teachers’ awareness of the importance of technology use in education

16. References
Carlson, B & Reidy, S. (2004). Effective access: Teachers’ use of digital resources. OCLC System and services, 20(2), Dang, N. T. (2011). Exploring CALL options for teaching EFL in Vietnam. Master thesis.: Minnesota State University, Mankato Friedman, A. (2006). K-12 teachers’ use of course websites. Journal of technology and teacher education, 14(4), Hermandez-Ramos, P. (2005). If not here, where? Understanding teachers’ use of technology in Silicon Valley schools. Journal of research on technology in education, 38(1),

17. References (con’t)
Kingsley, K. V. (2007). Empower diverse learners with educational technology and digital media. Intervention in school and clinic, 43(1), Noris, N., Sullivan, T. Poirot, J. & Soloway, E. (2003). No access, no use, no impact: Snapshot surveys of educational technology in K-12. Journal of Research on technology in education. 36(1), Pollard, C. & Pollard, R. (2004). Research priorities in educational technology: a Delphi study. Journal of Research on technology in education, 37(2), Quach, N. T. (2005). Internet and e-learning. Country report of Vietnam, 6, 5-10

18. References (con’t)
Swain, C. (2006). Pre-service teachers elf-assessment using technology: Determining what is worthwhile and looking for changes in daily teaching and learning practices. Journal of Technology and Teacher Education, 12(3), Topper, A. (2004). How we are doing? Using self-assessment to measure changing teacher literacy within a graduate educational technology program. Journal of technology and teacher education, 12(3),