Contents

1. ICT INTEGRATION IN TEACHING ENGLISH AT PRIMARY SCHOOLS IN VIETNAM THROUGH THE LENS OF SAMRMODELPresenters: Pham Thi To Nhu Tan ChoonKeong Lee Kean Wah

2. Contents Introduction Literature Review Methodology Findings Discussion and Recommendations

3. Introduction • The rapid growth in Information and Communication Technologies (ICT) has brought remarkable changes in recent years in both daily life and educational systems. • Due to the benefits that ICT brings to English language teaching and learning including motivation enhancement (Schoepp & Erogul, 2001), learner independence (Frith, 2005), and acquisition of skills (Galavis, 1998), ICT has been adopted popularly (Buabeng-Andoh, 2012)

4. Introduction • However, studies have consistently shown that technology integration shows disappointing levels of penetration and success • In Vietnam, this situation is not different with poor penetration of ICT in teaching (Hong, 2014) • Gaining a deep understanding of the level of ICT integration may ‘shed light on how best to determine their educational uses’ (Fujimoro, 2012).

5. Literature Review • Definition of ICT • ICT Integration in Language Teaching and Learning • SAMR model

6. ICT definition: - ICT is defined as computer, and the internet-based technologies which can be categorised into two types: i) generic software applications, e.g., word processors, presentation software, email packages, and web browsers; and ii) CALL software applications and useful websites with a focus on purposeful language teaching and learning(Sarkar, 2012). Company Logo

7. ICT integration in Language Teaching and Learning - There are many different ways of ICT use such as location and retrieval tool (Davies &Hewer, 2012), interaction tool (Newhouse, 2002), teaching tool (Peeraer & Van Petegem, 2012) and material creation tool (Rendall & Davies, 2012). Company Logo

8. SAMR model

9. Research Questions • To what extent doVietnamese teachers integrate ICT in teaching English Speaking skills? Company Logo

10. Methodology • The methodology chosen for this study is case study which refers to en empirical inquiry developing an in-depth understanding of a real-life phenomenon (Yin,2009). • Multiple forms of data (Cresswell, 2012) were collected + observation + focus group interview + reflection notes * The target participants were 20 teachers of English from 4 primary schools in Danang City, QuangNgai Province, Gia Lai Province and Phu Yen Province. These provinces are in the middle areas and highland of Vietnam. The 4 schools are chosen as they have demographics that match the demographics of the surrounding regions as well as most of other primary schools in Vietnam.

11. Data Analysis • While these data were then analyzed to understand the level of ICT integration in teaching English, this study aimed to extend the analysis toput forward some suggestions to increase the level of ICT integration through the lens of SAMR model.

12. Findings

13. Findings

14. Findings

15. Discussion and Recommendations Through the lens of the SAMR model (Puentedura, 2012), there are four levels of ICT integration, namely Substitution (beginning with replicating a current practice), Augmentation (utilising technology to provide an improvement), Modification (applying technology for significant task redesign) and Redefinition (the appearance of new technological phenomena that were previously impossible with pre-existing technologies) (Tsybulsky and Levin, 2016). * Level 1: Substitution: All the teacher participants in this study reached the level of Substitution, as at this level digital technology is substituted for analogue technology, but the substitution generates ‘no functional change’ (Puentedura, 2014). Also, at this stage, there is a replication of current practice (Tsybulsky and Levin, 2016). In fact, the data analysis showed that 100% of teacher participants used ICT for preparing lessons and delivering lessons. All of these activities could be done differently without ICT in a traditional way (Munienge and Muhandji, 2012). Company Logo

16. Discussion and Recommendations * Level 2: Augmentation – At this level, technology is exchanged and the function of the task or tool positively changes in some way (Hamilton et al., 2016). Correspondingly, at Augmentation stage, technology is utilised to provide an improvement (Tsybulsky and Levin, 2016). Moreover, at Augmentation level, new technology may be used to increase efficiency adjacent to the old technology practices (Kihoza et al., 2016). The findings from the data analysis showed that nearly 40% of the teacher participants used audio, and 30% of them used images in their teaching. Company Logo

17. Discussion and Recommendations * Level 3: Modification – At this level, technology is applied to redesign significant tasks (Tsybulsky and Levin, 2016). In other words, modification allows for a preexisting task to be significantly altered in a way not possible without technology (Hilton, 2016). With Modification, common classroom tasks are accomplished using computer technology (Kihoza et al., 2016). The findings from the data analysis taken from the focus group interview and reflection notes yielded no results. * Level 4: Redefinition – No teacher participant reached this level as this level is only achieved when technology is used to create novel tasks(Hamilton et al., 2016), and no data received from the study express this fact. Company Logo

18. Discussion and Recommendations • There are a variety of issues and challenges that teachers had to handle when using ICT in their teaching of speaking skills. • In order to successfully improve ICTintegration in teaching speaking skills, a whole teaching context must get involved, including the teachers themselves, the courses they are in charge of, and in a broader context the Leaders, including the Rectors, the MOET and relevant authoritieslike what is shown in the nex Figure. Company Logo

19. Discussion and Recommendations Company Logo

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23. Thanks your attendance! tonhup@gmail.com; cktanums@gmail.com; keanwah@gmail.com