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LOW ICT COMPETENCIES IN LANGUAGE TEACHING

LOW ICT COMPETENCIES IN LANGUAGE TEACHING. Contributors: Ánh Nguyễn Chi Bùi Chi Lê Minh Võ Hải Hà. Subjects of research. Primary school teachers of English (PSTE). Constraint description. Ts’ unawareness of ICT’s important role in language learning and teaching

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LOW ICT COMPETENCIES IN LANGUAGE TEACHING

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  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

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