Teaching and learning with ict tools benefits and challenges from atc students perceptions

INTRODUCTION

Research Background

The integration of education and technology is essential in today's globalized world, acting as a catalyst for development and progress According to Watson (2001), Assar (2015), and Kareem (2017), information and communication technology (ICT) not only drives innovation but also enhances training methods, diversifies learning approaches, and improves access to information The incorporation of ICT in education is a top priority, as it fosters equitable access to education, elevates teaching quality, supports professional development for educators, and streamlines the management of educational systems Ultimately, these technologies play a vital role in creating more equitable societies, as highlighted by UNESCO.

The rapid advancement of Information and Communication Technology (ICT) is transforming education, moving away from traditional classroom settings where students passively listen to teachers Instead, learning is becoming more learner-centered, allowing for education to occur anytime and anywhere, whether in classrooms, homes, or offices However, effectively integrating ICT into teaching and learning presents challenges due to the complex interplay of technological development, pedagogical skills, user understanding, and institutional regulations.

Nguyen Thi Mai Hoa (ID: 20A7510064) highlights that while ICT in teaching and learning can address various challenges and unlock numerous benefits, its full potential is still not fully realized or effectively utilized.

In response to the growing trend of ICT, Vietnam is leveraging its rapid advancements to enhance knowledge acquisition and retention, presenting significant opportunities for the improvement of its educational system While developed countries have integrated ICT into their teaching and learning processes since the 1980s, Vietnam's journey began later, following the Government's Resolution in 1993 Despite being relatively new to this integration, ICT has quickly permeated all levels of education in Vietnam Recently, the ICT sector has emerged as a key driver in the enhancement of teaching and learning practices The Ministry of Education and Training of Vietnam emphasizes that "ICT is the means to a socialization of learning," underscoring the necessity for education and training to play a pivotal role in advancing ICT development.

The Government acknowledges the strong reciprocal relationship between education and technology, moving beyond the traditional view of technology's one-way impact on education, as highlighted by Hoang Tuy.

In modern education, the role of teachers remains vital and irreplaceable, as they significantly influence the quality of education While this perspective may seem to contrast with learner-centered theories, it is essential to recognize that teachers are instrumental in facilitating effective learning experiences In Vietnam, prestigious institutions like Vietnam National University, Foreign Trade University, and National Economics University have embraced Information and Communication Technology (ICT) in their training activities, integrating modern ICT tools to enhance educational outcomes.

The Banking Academy (BA) enhances the quality of teaching and learning through the integration of modern ICT tools During a seminar on the application of information technology in training activities, Nguyen (2019) highlighted the essential role of technology in transforming educational practices at the academy She also reaffirmed the Faculty Leadership Board's commitment to increasing the use of ICT in managing and organizing lectures.

Nguyen Thi Mai Hoa's research (ID: 20A7510064) explores the benefits and challenges of integrating Information and Communication Technology (ICT) in teaching and learning, specifically from the perspective of college students in the Faculty of Foreign Languages While previous studies have focused on the use and impact of ICT in schools, there is limited information on how college students perceive its integration This study aims to fill that gap by identifying the advantages and difficulties associated with ICT tools in education, providing valuable insights for future research in this area.

Significance of the Study

This study investigates the benefits and challenges of integrating ICT tools in the teaching and learning processes of ATC students While previous research has emphasized the significance of ICT in education, there remains a gap in understanding its real impact on students By focusing on these aspects, the study aims to provide valuable insights for students, educators, and universities to enhance the quality of ICT-based learning and teaching Additionally, the findings will serve as a crucial reference for future research, applicable not only to BA programs but also across various universities.

Research Purposes

This research aims to define Information and Communication Technology (ICT) and examine its application in education It seeks to identify the benefits and challenges of integrating ICT into teaching and learning, particularly from the perspectives of ATC students Additionally, the study offers proposed solutions to enhance the effectiveness of ICT implementation in educational settings.

Nguyen Thi Mai Hoa 4 ID: 20A7510064

Research Questions

To achieve the purposes above, the following questions were addressed in the current study:

Q1 What is ICT and its application in education?

Q2 How is ICT used in teaching and learning?

Q3 What are the benefits and challenges of ICT integration in teaching and learning from ATC students’ perceptions?

Q4 What are the suggested solutions to improve the effectiveness of applying ICT in teaching and learning?

Research Schedule

Under the guidance of Ms Le Thi Minh Que, a lecturer at the Faculty of Foreign Languages at the Banking Academy, this study was conducted over several months during the last semester, from March to June.

2021 The time divided appropriately to find related sources and documents, assemble data, analyse, and give results.

Research Structure

The research is structured into five key chapters: Introduction, Literature Review, Research Methods, Results and Discussion, and Conclusion Chapter I introduces the integration of ICT in teaching and learning, outlining the research's objectives and rationale Chapter II presents a literature review that summarizes and recommends ICT application in education, drawing insights from both domestic and international contexts In Chapter III, the research methods are detailed, highlighting data collection through surveys and existing resources Chapter IV analyzes the results and engages in a discussion of the findings Finally, Chapter V offers a comprehensive conclusion with assessments and recommendations for students, faculty, and BA managers.

To conclude, chapter I has introduced an overview of the paper It showed the research background including a generalized grasp of the topic In addition, it also

Nguyen Thi Mai Hoa (ID: 20A7510064) outlined the objectives and significance of the study, highlighting its aims and importance The first chapter presented key research questions along with a detailed schedule and structure, facilitating an understanding of the research process and ensuring easy navigation through the content of the study.

LITERATURE REVIEW

Definitions of ICT

ICT is an abbreviation for Information and Communication Technology However, ICT has been explained in various ways from ISO (2010), TIA (2010) and OECD (2017)

According to the International Organization for Standardization (ISO), Information and Communication Technology (ICT) encompasses the parameters, patterns, and enhancements necessary for the integration and interoperability of systems, devices, and applications This includes aspects related to data capture, performance, accessibility, security, delivery, interchange, presentation, administration, retention, and retrieval, while also considering cultural, linguistic, and societal factors.

The Telecommunications Industry Association (TIA) defines Information and Communication Technology (ICT) as encompassing a wide range of devices used for telecommunications services, information, and video references, along with technology tools that do not fit into these categories This broad definition can cause confusion, particularly when the draft Guidelines refer to “ICT” in contrast to more specific terms like “Customer Premises Equipment (CPE)” and “telecommunications equipment,” which have distinct functional and technical specifications.

According to the OECD, Information and Communication Technology (ICT) encompasses various types of communication networks and their technological applications This field integrates both production and service sectors, facilitating the completion and handling of products through electronic data transmission Additionally, ICT plays a significant role in driving technological advancement.

Nguyen Thi Mai Hoa 7 ID: 20A7510064 highlights the importance of output and productivity developments in the economy These advancements can be viewed in two ways: directly, through their contributions to manufacturing, job creation, and productivity enhancement, and indirectly, by influencing other sectors of the economy.

Information and Communication Technology (ICT) is an effective integration of information technology (IT) and communication technology (CT), encompassing a diverse range of tools and technical resources for communication, data creation, storage, and management In today's context, there is a growing emphasis on leveraging computers and the Internet within educational institutions to enhance learning across all levels.

Types of ICT Tools

In the 21st century, while information technology (IT) is a well-known concept, many, particularly younger individuals, lack a clear understanding of ICT tools and their classifications Understanding these classifications is crucial for facilitating learning and research on specific aspects of ICT Various methods exist to categorize ICT tools, drawing from definitions established in research by Lauri (2005), Mahmoud et al (2008), and Heng and Jing.

Table 2.1 Categories of ICT from Lauri (2005)

Radio, cellular phones, GPS (Global Positioning System), data-link, watches, laptops

Fast connection with another group; It is hoped that movement to distant nations can remain

"connected" with the outside world

Information Television, the Internet, videos

Enhance awareness, utilization, and recognition; Publicize information; raise choices and opportunities

Tools for planning and management coding and monitoring Better information for users and managers

The classification of ICT tools, as illustrated in the table, enhances the reader's understanding by categorizing technologies based on their impact within the information and communication framework ICT is divided into three main categories: (1) communication tools, including radio, cellular networks, and GPS, which utilize electromagnetic waves and satellite signals; (2) information tools, such as television, the Internet, and videos, that provide knowledge and data to users; and (3) planning and management tools, like coding and monitoring systems, which facilitate the effective execution of tasks and activities.

Table 2.2 ICT types adapted from Mahmoud et al (2008)

According to Mahmoud et al., for effective implementation goals, it is essential to classify ICT tools into distinct elements, which are generally categorized into three main groups: Hardware, Software, and Networks Each category requires further specification; for example, the Hardware category includes items such as servers, workstations, PCs, printers, scanners, whiteboards, and video cameras.

Table 2.3 Types of ICT from a study of Heng and Jing (2012)

An online studying platform that applies social networking technology to interact learners and act like sites such as Facebook

A set of online softwares or services that enhance the various skills of learners to connect and communicate in the process of finding, receiving, building and preparing educational materials

Mobile tools or technologies applied for educational goals that help various factors of teaching or create distinct educational resources

Smartphone, GPS (applied in reality games)

Technology tools utilized in traditional lessons to enable communication between instructors and learners in a variety of classroom activities

The recent classification of ICT is specifically linked to teaching and learning activities, distinguishing it from previous general categorizations Heng and Jing (2012) emphasize that this division highlights the unique characteristics and applications of ICT in education, enhancing our understanding of how ICT tools support various interactions, including learner-content, learner-learner, learner-instructor, and learner-interface.

General ICT Tools for Teaching and Learning

In today's rapidly evolving economy and society, the advancement of ICT equipment has significantly increased in both quantity and quality Key educational tools such as computers, the Internet, PowerPoint, email, and mobile phones have become essential resources for effective learning (Christensson, 2008; Kareji, 2016).

Research by Ivers (2003) defines a computer as an electronic tool that operates under specific programs, transforming user input into desired output through effective information processing Similar to traditional educational resources like textbooks and laboratory materials, computers serve as essential devices for achieving diverse educational outcomes They have emerged as the most versatile teaching tools in recent decades, enabling teachers to deliver accurate information swiftly via digital devices such as video presenters and PowerPoint Furthermore, educators can utilize various visual aids to design and edit materials, enhancing the learning experience with greater efficiency and clarity.

Computers streamline the organization of class materials, significantly reducing preparation time for teachers They allow for long-term storage of documents in a single location, making it easy to access resources when needed While adapting teaching materials is essential due to variations in educational environments and the qualifications of students and teachers, making these adjustments is simpler with the aid of technology.

Nguyen Thi Mai Hoa 11 ID: 20A7510064 emphasizes the importance of utilizing computers for enhanced communication among students during collaborative work For ESP/EFL learners, engaging with educational games, exercises, and debates on computers fosters essential language connections, ultimately supporting the development of fluent speaking abilities Additionally, the integration of speech dictionaries on computers aids learners in improving their pronunciation and accent, contributing to their overall language proficiency.

The Internet is a transformative global network that has revolutionized information transmission and commerce, allowing users worldwide to access and interact seamlessly (Kahn et al., 2021) It offers extensive capabilities for various data-driven purposes, ensuring accessibility for anyone engaging with its interconnected networks Additionally, the Internet enhances communication through social media, email, newsgroups, and multimedia delivery, fostering collaboration across diverse locations.

The Internet facilitates access to digital information through various software applications, including the World Wide Web It has demonstrated that e-businesses are rapidly growing, encompassing both traditional industry subsidiaries, with the majority of their sales and services now conducted online.

According to Kareji's (2016) study, the Internet stands as one of the most innovative technologies in history, playing a pivotal role in transforming education Numerous scholars, researchers, and publishing entities have made their work available online, resulting in a wealth of accessible resources Today, accessing valuable information from the Internet has become increasingly common, enabling English teachers to explore and utilize the language in unprecedented ways.

According to Christensson (2008), PowerPoint is a Microsoft presentation software included in the standard Office suite alongside Word and Excel This versatile program enables users to create and design a wide range of presentations, from basic slides to more complex visual content.

Nguyen Thi Mai Hoa (ID: 20A7510064) highlights the versatility of PowerPoint, which is frequently utilized for both business presentations and educational purposes The software allows for the incorporation of various elements in slides, including text, images, audio files, and videos Additionally, sound effects and animated transitions can enhance the visual appeal of presentations, making lessons more engaging and interesting.

PowerPoint is an innovative tool that enables lecturers to develop unique teaching strategies, enhancing student engagement (MOEST, 2006) Its versatile application in education has established it as one of the most effective digital media available (Barasa et al, 2011) English teachers can leverage PowerPoint to create presentations for various topics, such as passages, oral genres, or family trees, with the added benefit of saving slides for future lessons.

Email remains one of the most widely used tools among Internet users, alongside the World Wide Web (Christensson, 2008) With an email address, individuals can send and receive messages, as well as attach documents and images globally through a network connection Modern emails are HTML-based, allowing for designs similar to websites, complete with photos, videos, links, and various layouts Users can include files as "email attachments," but the total size of these attachments is typically limited to under 25 megabytes per message.

Moreover, when users register an HTML email account, they are required to define their email address, password, and different special information for security

To send or receive emails, users must log in to their accounts, but they can enhance convenience by enabling auto-login for future access Additionally, users may need to input the incoming and outgoing mail servers along with the correct port numbers for each, in some cases.

Mobile phones, also known as mobile telephones, are compact and portable devices that utilize telecommunications networks to send and receive calls, messages, videos, and other data (Borth, 2017) They connect to the public switched telephone network (PSTN) through either cellular phone systems or global satellite-based phones While the term "smartphone" is more commonly used today, it specifically refers to a type of cellular phone that features a virtual keyboard instead of a physical one (Alyssa, 2019) Smartphones are equipped with various functions, including an operating system, web browsing capabilities, and software applications, enhancing user convenience and task completion.

Mobile phones are essential in education, serving as valuable teaching tools that allow lecturers to share training documents effectively (Barasa et al., 2011) They enable easy access to the internet, facilitating the upload and download of unlimited instructional materials.

In 2009, it was highlighted that the diverse personal purposes and contextual uses of mobile phones, including calls, texts, video, radio, and internet access, could significantly transform teaching and learning methods While mobile phones perform similar functions to computers, their compactness and telecommunications capabilities have made them increasingly popular and essential in daily life However, the widespread use of phones also raises concerns regarding negative effects, such as exposure to blue light and radiation, which can impact health.

Use of ICT in Teaching and Learning

2.4.1 Areas of English Teaching and Learning Where ICT Resources can be used

Information and Communication Technology (ICT) empowers teachers and students by providing access to a vast array of information that is often hard to obtain through traditional tools This technology enables educators to access the latest materials, engage in discussions with peers, design lessons, and manage student profiles simultaneously Importantly, these resources are accessible to teachers both in the classroom and remotely, enhancing their teaching capabilities (Ivers, 2003).

ICT tools also support learners to approach various knowledge, join in peer learning, design their own learning materials and processes, and help mutual collaboration

The internet facilitates communication and information exchange, providing learners with the opportunity to connect with peers, teachers, and professionals globally It offers access to a wealth of resources that enhance critical thinking and analytical skills ICT encourages active participation in real-world contexts, allowing students to share their creative works and engage in discussions, thereby boosting their confidence in English speaking and pronunciation Additionally, email serves as a valuable tool for learners to practice writing and engage in multicultural projects, fostering awareness of diverse perspectives.

According to Mahapatra (2005), teachers can enhance learning experiences by utilizing video conferencing technology, enabling real-time communication and the sharing of audio-visual materials This integration of ICT allows educators to create engaging lessons and presentations while encouraging students to explore and simulate various study scenarios Moreover, the internet serves as a valuable resource for deepening understanding and problem-solving skills, as students can research topics of interest before and after class Ultimately, the use of ICT not only motivates students but also fosters their active participation in the learning process.

Nguyen Thi Mai Hoa emphasizes the importance of classroom interactions, where learners collaborate and connect, enhancing their group-work skills and fostering a love for peer-supported learning The implementation of computer-aided instruction tailored for personal learning allows students to progress at their own pace while receiving valuable feedback to assess their performance Additionally, communication between students and teachers extends beyond the classroom through email, enabling teachers to send questions and exercises, thereby maintaining engagement and support for learners even when they are not physically present.

The constructivism learning method emphasizes that the integration of ICT fosters creativity among learners According to Brooks et al (2001), constructivism posits that students learn by connecting their experiences with their reflections By engaging in exploration, students can create educational resources that enhance their learning Therefore, it is essential for students to discover knowledge actively, with ICT tools like the Internet facilitating this process Constructivism encourages autonomy, capability, and creativity in students, enabling them to become proactive learners through teacher guidance and ICT resources This learner-centered approach significantly improves the quality of teaching and learning.

2.4.2 Use of ICT for Teaching and Learning in the World

Societies with widespread networks are set to significantly influence human time management, particularly in technologically advanced countries Over a decade ago, Weiser (1991) envisioned a ubiquitous network that contrasts with virtual reality, where computers seamlessly integrate into daily life, allowing users to interact with technology effortlessly He predicted that computers would become less noticeable, evolving into a natural part of human environments, much like other tools we use instinctively Similarly, Oblinger et al (2005) highlighted the characteristics of the Net Generation, those born between 1982 and 1991, who have grown up immersed in technology.

Nguyen Thi Mai Hoa (ID: 20A7510064) highlights that members of the net generation often struggle to articulate the type of technology they utilize, as they perceive technology through its applications rather than its definitions Today's college students are immersed in information and communication technology (ICT), engaging with digital media almost everywhere, making its use a natural part of their daily routines Consequently, technology is viewed as an integral aspect of their lives.

According to the Horizon report by the New Medium Consortium (NMC, 2005), six key technology factors are set to shape higher education in the coming years The first is Extended Learning, which enhances traditional education through modern ICT tools like blogs and wikis The second factor, Ubiquitous Wireless, facilitates the use of portable devices such as mobile phones and laptops, breaking down barriers in learning related to time, space, and cost, while promoting collaboration Thirdly, Intelligent Searching has improved data retrieval through various search tools and agents, making information access more efficient Educational Gaming, the fourth component, leverages games and simulations to foster critical thinking and problem-solving skills among students The fifth factor, Social Networks and Knowledge Webs, aims to enhance knowledge management and interaction in classrooms, empowering learners to manage their own information Finally, Context-Aware Computing and Augmented Reality represent a promising area, where computing tools adapt to user conditions and blend virtual elements with the real world.

Nguyen Thi Mai Hoa, ID: 20A7510064, highlights the significance of ICT devices that visualize real spaces or objects through designed virtual views, such as 3D interactive headgear Both Context-Aware Computing and Augmented Reality present valuable opportunities for students, enhancing their learning capabilities and experiences while enabling them to apply their knowledge in real-world contexts.

The ECAR Study (Caruso and Kwawick, 2005) investigates the relationship between students and information and communication technology (ICT), examining the types of technology students own, their proficiency levels, and the impact of ICT on their educational experiences This comprehensive research involved an online survey of 18,039 freshmen and seniors across 63 universities in the United States, supplemented by interviews to gather deeper insights.

A study involving 82 higher education learners from seven institutions revealed that the majority of students utilize computers for academic purposes, with 99.7% typing documents, 98.9% sending emails, and 98.4% conducting online research Additionally, 88% accessed library materials, while 81% used instant messaging, 75% downloaded music and videos, and 61% engaged in gaming Conversely, activities such as web page creation and video/audio editing saw lower participation rates at 24% On average, learners spent 11 to 15 hours per week using computers Notably, generational and gender differences emerged, with newer students more inclined to use messaging, gaming, and media downloads, while male students were found to engage in gaming and own more electronic music devices and wireless adapters compared to their female counterparts.

Countries such as Singapore, Australia, and South Korea exemplify advanced educational ICT systems, featuring well-equipped classrooms with computers and other ICT tools, enhanced online education, a favorable learner-to-computer ratio, and accessible Internet services in schools These nations ensure nationwide ICT integration through regular curriculum updates In contrast, while countries like China, Thailand, Japan, Malaysia, the Philippines, and India have not fully integrated ICT into their educational systems, they are actively developing national ICT policies and exploring various integration strategies Despite fluctuations in these factors, several common characteristics persist across these nations.

Nguyen Thi Mai Hoa emphasizes the evolution of ICT policies in education, highlighting the establishment of clear objectives for integrating ICT across various educational sectors (Kozma, 2005) A World Bank survey indicates a steady increase in the application of ICT in teaching and learning processes in Africa (Glenn and Shafiqa).

2007) The expansion of skills, knowledge, and experiences of the appropriate ICT utilization supports learners to become efficient users of ICT in their daily work environments

2.4.3 ICT Use for Teaching and Learning in Vietnam

In recent years, the Ministry of Education and Training (MOET) has made significant strides in integrating Information and Communication Technology (ICT) within the education sector This includes the establishment of a comprehensive database for education and training management, the implementation of online school management software, and the use of electronic transcripts Key initiatives such as universal education, literacy elimination, and the development of the Education Management Information System (EMIS) and Education Quality Management Software (EQMS) have been introduced Additionally, electronic administrative management, online meetings, professional training, and public services have been actively deployed to enhance communication between schools, parents, and students, as well as streamline the admission process.

To effectively implement ICT in education, it is essential to establish a clear roadmap and implementation strategy The increasing significance of ICT in enhancing teaching and learning methods is evident through the deployment of electronic classroom solutions and smart classrooms Additionally, the development of digital data storage, electronic libraries, electronic textbooks, and shared e-learning resources has been initiated Moving forward, it is crucial to enhance the ICT application skills of educators, as skilled human resources are vital for the successful integration of ICT in education and for ensuring effective investment in these technologies.

Conceptual Framework

This research explores the benefits and challenges of integrating Information and Communication Technology (ICT) in teaching and learning, focusing on the perceptions of ATC students Two theoretical frameworks, as proposed by Kareji (2016) and Ghavifekr and Rosdy (2015), have been utilized to guide this study.

Nguyen Thi Mai Hoa 21 ID: 20A7510064 adapted to the study orientation that also contribute as the conceptual framework for this research (Fig.2.1)

Owino’s theory emphasizes the role of ICT in enhancing motivation among learners and staff, highlighting its significant impact on teaching and learning In contrast, Ghavifekr and Rosdy's adaptation of the Technology Acceptance Model (TAM) outlines key components influencing ICT acceptance, including perceived usefulness and perceived ease of use Perceived usefulness reflects users' belief in the benefits of a specific ICT tool, while perceived ease of use identifies the challenges associated with technology application.

The Technology Acceptance Model (TAM) is a pivotal theory in modern systems research, designed to assess how effectively technology supports the understanding of value and efficiency within specific systems Over time, TAM has evolved to incorporate additional factors that enhance its relevance and applicability.

ICT Benefit in Teaching and Learning

ICT Challenge in Teaching and Learning

Teaching and Learning with ICT Tools:

Benefits and Challenges from ATC Students' Perceptions

Nguyen Thi Mai Hoa 22 ID: 20A7510064 specific variables to suit the explanation of benefits and challenges of ICT integration in teaching and learning

Chapter II provides a comprehensive literature review on the definition of Information and Communication Technology (ICT), detailing various types and tools It explores the application and acquisition of technology in teaching and learning, supported by related studies that address ICT integration challenges in higher education Additionally, a conceptual framework is introduced to underscore the significance of the research and establish a standard for correlating the findings of this study with existing literature.

RESEARCH METHODS

Participants

Students from various cohorts at the ATC faculty of the Banking Academy, aged 18 to 23, are candidates for this study The participants, both male and female, are non-native English speakers who have been studying foreign languages and economics at the university level They possess diverse qualifications and skills, including foreign language proficiency and ICT abilities, although it is assumed that all respondents have retained basic knowledge acquired in high school Additionally, their information will be kept confidential throughout the study.

Research Instruments

This study employed both qualitative and quantitative research methods, utilizing prior materials and a questionnaire survey as key components for primary data collection alongside secondary resources Essential information on acquiring ICT knowledge was gathered from reputable sources, including the OECD, MOET, and various articles from individuals and organizations focused on education and technology.

To accurately assess students' ICT knowledge in practice, a survey comprising 9 multiple-choice questions was developed This survey focuses on the benefits and challenges of ICT integration in teaching and learning and will be administered to ATC students to gather additional data for a more precise evaluation of research outcomes.

The questionnaire is divided into two sections: (1) Background of participants and (2) ATC Student Perceptions of ICT Benefits and Challenges in Learning and Teaching The first section includes two demographic questions to gather information about the responders' genders and cohorts The second section features seven questions focused on ICT usage, its significance, benefits, and challenges in teaching and learning, reflecting ATC students' perceptions It also addresses the ICT competencies of ATC students and proposes solutions to enhance the effectiveness of ICT tools in educational settings This questionnaire is adapted from the research conducted by Ramzi et al (2011) and Xavier et al.

(2016), Yang and Kwok (2017) and Padayachee (2017) to be compatible with the orientation of this study.

Data Collection

The survey results were collected using Google Forms, featuring data and tables derived from a questionnaire comprising nine questions related to the study topic To ensure a diverse range of responses, the survey was shared across various social media pages and groups focused on Business Administration, including Facebook, and was also distributed in internal chat rooms among ATC students Utilizing these methods proved effective for data collection, as advancements in ICT tools facilitated rapid information exchange, allowing the survey process to continue without interruption during the Covid-19 pandemic.

The article compiles theoretical insights and published research on ICT and education, sourced from reputable e-books, online newspapers, and trustworthy internet resources This collection of materials, combined with previously gathered data, enhances the study's accuracy Furthermore, earlier research provides a solid foundation for deeper analysis, comparison, and well-grounded conclusions.

Data Analysis

After the materials were collected through previous research and online surveys, these information and survey results were calculated and designed into

Nguyen Thi Mai Hoa, ID: 20A7510064, utilizes software tools like Excel, Word, and SPSS to create charts and specific data tables for precise evaluation and analysis Furthermore, the data is aggregated and examined using the content analysis method to ensure the most objective results.

Data analysis was conducted using a flexible approach, incorporating both SPSS and Excel SPSS focused on analyzing key aspects, such as benefits and challenges, to enhance the interpretation of results Meanwhile, charts and tables created in Excel and Word provided a comprehensive overview of the issues discussed.

In summary, Chapter III outlines participant demographics such as gender, age, and educational background, while detailing the research instruments utilized, both qualitative and quantitative It further highlights the methods of data collection and analysis, specifying the techniques for gathering information and the tools employed for calculating and interpreting data.

RESULTS AND DISCUSSION

Participants Demographics

A survey conducted with 162 ATC students revealed insights based on personal information such as gender and academic cohort The gender classification includes male and female respondents, while the cohort data encompasses five categories: freshman, sophomore, junior, senior, and undergraduates from the previous course.

Figure 4.1 Genders of Participants Figure 4.2 Cohorts of Participants

The survey results indicate a significant gender disparity among participants, with females constituting 85.1% of the respondents, while males represent only 14.9% This imbalance likely reflects the higher enrollment of female students in both the Bachelor of Arts program and specifically at ATC.

Figure 4.2 presents the distribution of cohorts among ATC respondents, revealing that K20, which includes seniors, comprises the largest group at 39.5% In contrast, only 3.1% of respondents are from courses K19 and above, representing students who have not yet graduated despite completing their training These K19 and higher cohorts were included in the study due to their extensive experience in the BA program and their observations of the ICT system changes at the university Additionally, freshmen (K23) and juniors (K21) each account for 18.5%, while sophomores make up 20.4% of the respondents.

Table 4.1 The number of participants K20 K21 K22 K23 K19 and the upwards

According to Table 4.1, all main cohorts including freshman (K23), sophomore (K22), junior (K21) and senior (K20) records the participation of both male and female That makes the study more reliable and comprehensive.

Availability and Frequency of Use of ICT Tools

ATC students indicated a notable availability of ICT tools at BA, with Laptop/Computer/Smartphone being the most utilized at 87.7%, followed closely by Presentation software at 84% and Internet-based learning platforms at 83.3% In contrast, Podcasts represented the least used tool Other significant tools included Internet access at 74.1%, Email at 71%, and Word processing programs at 70.4%, highlighting a clear disparity in usage among different ICT resources.

Nguyen Thi Mai Hoa holds an ID of 20A7510064 and has a usage value of 58%, which is slightly above average In contrast, all other tools fall below 40% The online library service, or E-books, has a usage rate of 34.6%, while both the online internal forum and Video/Record lessons are at 34% Educational computer games follow with 24.7%, and graphic software is at 19.8% Lastly, podcasts have the lowest usage rate at 8.6%.

Figure 4.3 Available ICT Tools in BA

It is clearly seen from figure 4.3 that most participants think Laptop/Computer/Smartphone are available in BA There was some support for this

Presentation software (PowerPoint) Word processing programs (MS Word) Graphic software

Internet- based learning platform (ZOOM, Classroom) Online library services/ E-books

PodcastsEmailVideo/ Record lessonsOnline internal forumEducational computer gameFile sharing (Google Drive, dropbox,…)

Nguyen Thi Mai Hoa's research (ID: 20A7510064) highlights that laptops, computers, and smartphones are the most commonly available ICT tools in schools, aligning with findings from Samuel (2013) and Kareem (2017) In contrast, Mohammed (2006) noted the adequacy of various ICT equipment, such as the internet and video players, in educational settings The discrepancies in findings can be attributed to different research contexts and environments It is logical that laptops, computers, and smartphones dominate in availability, as they serve as foundational tools for operating other devices In Bachelor of Arts programs, laptops and smartphones are typically owned by individuals, while computers are accessible in practical rooms and libraries The less than 100% availability may stem from a shortage of computers in classrooms.

Recent research indicates a significant increase in the availability of presentation software at Banking Academy, with usage rising from previous studies that reported low to medium availability levels (35% to 51.6%) This shift was highlighted during a 2019 seminar on the application of ICT in training activities, where managers advocated for the integration of ICT into lessons, leading to increased use of tools like Slides and PowerPoint by teachers Additionally, the convenience of internet-based learning platforms became evident during the Covid-19 pandemic, as tools such as ZOOM ensured the continuity of learning when schools were closed Even after the pandemic was under control, Banking Academy continued to support blended learning, combining online and offline training methods for both lecturers and students.

Over 70% of participants recognize the Internet, Email, and Word processing programs as essential tools for education Email serves as the primary formal communication channel between teachers and students, allowing for the sharing of class information and learning materials, as well as facilitating students' inquiries and submission of assignments Word processing software is invaluable for creating reports, lesson plans, research papers, and theses While many acknowledge the importance of the Internet, its full potential as an educational resource is yet to be realized.

Nguyen Thi Mai Hoa, ID: 20A7510064, highlights that connectivity issues often arise within buildings, affecting communication on various levels The assessment of "availability" includes tools such as file sharing, which, alongside Email and Zoom, facilitates document exchange and communication between lecturers and learners Platforms like Google Classroom and Dropbox play a crucial role in enhancing collaboration in educational settings.

The six educational tools—online library services, online internal forums, video/recorded lessons, educational computer games, graphic software, and podcasts—are underutilized due to low engagement rates among learners While video lessons are beneficial for knowledge review, there is a lack of tools for recording or filming in class Similarly, although online libraries offer valuable resources, many students are unaware of their existence and access Podcasts, despite being popular for language learning, received minimal votes from ATC students, likely because they are primarily used at home and cater to beginners.

According to Ngwu (2014), many schools lack sufficient ICT materials, hindering teachers' ability to effectively impart knowledge and equip students with essential ICT skills While there are various tools available in BA that facilitate teaching and learning, critical ICT devices are still missing, necessitating attention from BA managers and the government to enhance educational outcomes.

Figure 4.4 highlights the high frequency of ICT usage among ATC students, with a significant majority indicating they use it "always" or "usually" rather than "rarely" or "never." Notably, over half of the items recorded a 0% response for "never." Specifically, information sourced from the Internet shows the highest usage frequency, with 67.2% of students reporting they always utilize it, while more than 40% consistently engage with ICT tools.

Nguyen Thi Mai Hoa, ID: 20A7510064, highlights that 46.3% of learners utilize PowerPoint presentations and the Internet for homework, with similar percentages for participating in online classes (46.3%), uploading/downloading via file-sharing applications (44.4%), and using the Internet and computer for assignments (42.6%) Additionally, 40.7% of participants occasionally communicate through email Notably, no students reported never using the Internet for information, participating in online classes, or interacting via email, with "never" rates for other activities remaining low, between 0.6% and 3.1% The least frequently performed activities include reviewing knowledge through video/recorded lessons (14.2% rarely) and applying graphics in PowerPoint (16.6% rarely), with both registering 3.1% for "never."

Figure 4.4 ATC students’ frequency of ICT use

Research by Ramzi et al (2011) indicates that activities such as searching for information online, communicating via email, and using computers for homework yielded similar outcomes However, other activities showed varied perspectives.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Use the Computer for class work or homework

Use the Internet for homework Communicate through Email Participate in class via Internet (ZOOM)

Find information on the Internet Upload/Download in File sharing application

Make a PowerPoint Presentation Use Graphics in PowerPoint Presentation

Use Video/Record Lessons to review knowledge

Always Usually Sometimes Rarely Never

ATC students utilize the Internet more frequently for homework than those in previous studies, highlighting a shift in digital learning practices Research by Ramzi and colleagues indicates that the use of graphics in PowerPoint is a favored activity, which contrasts with other findings Variations in ICT usage across different studies may stem from factors such as learners' ICT proficiency, technological advancements, and the learning environment ATC students primarily rely on the Internet for information and assignments, benefiting from its vast resources for both basic and advanced knowledge, thus saving time compared to traditional methods like books and dictionaries However, they seldom engage with video lessons due to limited access to such resources While online learners can record and review lessons, capturing immediate classes poses challenges in terms of filming and storage.

ATC Students' Perceptions of ICT Benefits and Challenges

4.3.1 ATC Students Competencies in ICT

In today's rapidly evolving ICT landscape, it is essential for students to acquire ICT knowledge to understand trends, facilitate communication, and foster personal development In Vietnam, the educational curriculum incorporates essential ICT skills starting from primary school and continues to enhance these skills through theoretical and practical lessons at higher educational levels However, the ICT proficiency of students entering university remains a concern This issue is further illustrated by specific data in Figure 4.5, which highlights the ICT competencies of ACT students who do not specialize in ICT.

Figure 4.5 illustrates the varying competencies of respondents in ICT, categorized into three levels The first level consists of learners who possess basic theoretical knowledge, while the second includes those who can effectively apply primary skills The third level features individuals who demonstrate competent use of ICT tools Notably, only 5.6% of participants are proficient in utilizing these skills effectively.

Programming skills, while the percentage for Computer Maintenance skills is 8.6%

A significant portion of students, specifically 71.6% and 61.1%, possess basic knowledge of essential skills, with a focus on Social Media and Communication skills, Document writing and editing, and Online learning skills Notably, 57.4% of students are proficient in using platforms like Facebook, Twitter, Email, WhatsApp, and YouTube Additionally, advanced skills in Document writing and editing and Online learning are held by 43.8% and 39.5% of respondents, respectively However, fewer than 10% of learners demonstrate only theoretical understanding of these skills Furthermore, over 40% of participants exhibit strong competencies in Mathematical Calculation, Presentation skills, Photo and Video designing, and Data Management and Privacy, indicating a solid foundation in ICT knowledge and skills.

Figure 4.5 ATC Students Competencies in ICT

The rise of social media and communication tools has significantly influenced students' desire to broaden their perspectives, connect with peers, and express their emotions Additionally, document writing and editing skills, particularly in Microsoft Word, are crucial in academic settings where students engage in assignments, theses, and research projects While Word is widely utilized across various subjects and disciplines, Excel and PowerPoint are more specialized, with Excel primarily serving accounting and administration students and PowerPoint focused on presentations Consequently, the prevalence of Word usage surpasses that of Excel and PowerPoint among students.

Mathematical Calculation Presentation skills Photo & video Designing skills

Online learning skills Data management & Privacy

Know basic knowledge Have appropriated to apply Have advanced skills

Nguyen Thi Mai Hoa, a 35-year-old student (ID: 20A7510064), highlights the growing importance of presentation skills in courses, particularly as online learning platforms have gained recognition and improved in recent years The shift to online training during the Covid-19 pandemic has likely enhanced students' proficiency in this area Additionally, skills in Photo and Video designing and Data Management and Privacy are increasingly relevant, driven by advancements in photo editing tools and the rising concern over data loss and security threats However, students tend to lack knowledge in Programming and Computer maintenance, which are specialized skills typically pursued by those in ICT training Most students focus on economic management and office software rather than coding In conclusion, while BA students possess solid skills in Social Networking, Word, and Online learning, they also recognize the importance of Excel, PowerPoint, Photo Designing, and Data Management and Privacy, with Programming and computer maintenance being pursued mainly by those with a specific interest in technology.

4.3.2 ICT Benefits for ATC Students

Table 4.2 of the Reliability Statistics demonstrates the Cronbach’s Alpha values related to ICT benefits in teaching and learning from the perspective of ATC students The Cronbach’s Alpha coefficient, assessed through SPSS, ranges from 0 to 1, with higher values indicating greater reliability According to Nunnally (1978), a Cronbach Alpha above 0.6 is considered acceptable The results show a Cronbach’s Alpha of 961, indicating a satisfactory level of reliability Furthermore, coefficients ranging from 0.8 to nearly 1 signify an exceptionally good scale, as noted by Hoang Trong and Chu.

Nguyen Mong Ngoc, 2008) Accordingly, the scale which points up the ICT usefulness exhibits excellent internal consistencies

Table 4.2 Reliability statistics of benefit items

The data presented in Table 4.3 reveals ATC students' perceptions of the benefits of ICT in teaching and learning, using a five-point Likert scale to indicate percentages, mean values, and standard deviations A total of fifteen advantages are identified, showcasing the positive impacts of ICT on students from technical, teacher, and school perspectives Students' agreement levels range from a mean of 3.32 to 4.01, with the highest rating for the convenience of accessing learning materials and the lowest for ownership of modern ICT devices The overall mean score of 3.68 reflects a strong agreement among students, while standard deviation scores range from 0.927 to 1.129, with most items exceeding 1.

Table 4.3 ATC students’ perception about ICT benefits in teaching and learning

Items SD= Strongly Disagree, D= Disagree, N= Normal,

ICT will enhance my learning effectivenes s

Nguyen Thi Mai Hoa 37 ID: 20A7510064 time

4 ICT helps me more creative in learning

5 ICT make learning more interesting

6 ICT (e.g the Internet) permits access to current learning materials

7 ICT allows me to take greater control of my language learning

8 I can communicat e with my friends and teachers through ICT

9 I find ICT a useful tool in my learning

10 Teachers use ICT tools efficiently

11 Teachers often helps us in learning with ICT

12 Lesson time is long enough to use ICT

13 The curriculum is designed to implement the use of

14 We have up-to-date devices

Classrooms are well designed to suit an ICT environment

A recent analysis highlights the significant benefits of Information and Communication Technology (ICT) in education, with participants rating the accessibility of learning resources at a mean score of 4.01 and 35.2% expressing strong agreement Communication with peers and teachers, along with improvements in learning effectiveness, also received high ratings of 3.85 and 3.84, respectively Additionally, factors such as learning improvement through ICT, time savings, perceived usefulness, teacher efficiency, and increased interest in learning all scored above average, with learning improvement through ICT achieving over 61% agreement.

Nguyen Thi Mai Hoa's study reveals that factors influencing the overall score demonstrate a high level of agreement among ATC students, except for the possession of the latest ICT tools Specifically, ICT support in learning control received a mean score of 3.65, while adequate lesson time for ICT application and an appropriate curriculum for ICT use both scored 3.62 Although creation enhancement, suitable classroom environments for ICT use, and teacher assistance ranked lower, they still garnered high mean scores of 3.55, 3.54, and 3.45, respectively In contrast, the possession of up-to-date devices received a medium level score of 3.36, indicating it not only had the lowest mean score but also the highest proportion of students expressing this sentiment.

The standard deviation of ICT benefits in teaching and learning shows significant variability, with nine out of eleven elements exceeding 1 The highest standard deviation value, at 1.129, highlights the importance of communication with friends and teachers, while the lowest score of 0.927 indicates that sufficient lesson time for ICT application is crucial.

Table 4.4 presents a one-way ANOVA test that highlights the relationship between ATC students' perceptions of ICT benefits and their cohorts Most significance values exceed 0.05, indicating minimal differences among the cohort groups However, the aspect concerning teacher assistance stands out with a significance value of 0.026, suggesting notable differences in opinions among the ATC cohorts.

Table 4.4 One- way ANOVA for ICT benefits by cohorts

1 Using ICT improves my learning

2 Using ICT will enhance my effectiveness

3 Using ICT saves my learning time

8 I can communicate with my friends and teachers through

10 Teachers use ICT tools efficiently

13 The curriculum is designed to implement the use of ICT

15 Classrooms are well designed to suit an ICT environment

According to the table 4.3, the most significant benefits participants obtained through using ICT tools are accessing the current learning materials,

Nguyen Thi Mai Hoa, ID: 20A7510064, highlights the significant advantages of accessing online learning materials, with 80% of respondents affirming this benefit The availability of diverse educational resources on the Internet has enhanced data collection efficiency, reducing reliance on printed textbooks and limited library copies Free access to a wide range of knowledge enables both lecturers and learners to conduct research and complete tasks more effectively Consequently, students and teachers can swiftly locate updated materials, saving time and costs associated with information gathering As noted by Kareem (2017), modern ICT tools, such as voice recording and audiovisual software, have replaced outdated methods, allowing ESP/EFL students and lecturers to improve their listening skills more effectively.

A significant benefit of ICT, supported by over three-quarters of participants, is enhanced communication with friends and teachers According to Koỗ (2005), ICT facilitates learners' ability to connect, collaborate, and work together anytime and anywhere This aligns with the current research, where many students indicated that ICT plays a vital role in fostering interaction with peers By utilizing ICT as a communication tool, learners can share ideas and collaborate for knowledge acquisition, gaining opportunities to explain, solve problems, and generate new concepts Furthermore, they can simultaneously acquire knowledge and share learning experiences, allowing for self-demonstration and reflection on their learning Additionally, ICT connects students and teachers through online platforms and email, making teaching and learning more convenient and efficient, as issues can be addressed and resolved promptly.

Nguyen Thi Mai Hoa 42 ID: 20A7510064 through ICT tools In other ways, ICT-supported learning facilitates connection and collaboration wherever students, teachers and even professionals are

The integration of ICT tools significantly enhances learning effectiveness, with a mean score of 3.84 ICT-based learning combines various tools for examining and analyzing information, enabling students to engage deeply with real-world issues This approach makes education more relevant and less abstract, allowing learners to explore complex topics, such as astronomy, through accessible resources like images and videos online Fisseha (2011) found that most EFL lecturers recognize the positive impact of ICT on the learning process, as it boosts students' confidence in communication and expression Furthermore, ICT fosters creativity and innovation, while helping learners master essential skills in writing, listening, reading, and speaking Fisseha's findings align with this research, reinforcing the effectiveness of ICT in education.

While the remaining factors received lower mean values compared to the primary benefits, participants still valued them Teachers proficient in ICT play a crucial role in its integration into teaching and learning A study by Zimlich (2015) involving master's students at the University of Alabama highlighted the effectiveness of ICT in their curriculum The efficiency of teachers in utilizing ICT is a key factor in the successful implementation of technology, positively influencing students' perceptions of their instructors Notably, over 70% of ATC participants affirmed the effectiveness of their lecturers in this regard.

Suggested Solutions to ICT Problems in Learning and Teaching

Table 4.8 Solutions for ICT Improvement in Learning and Teaching

Items SD= Strongly Disagree, D= Disagree, NNormal, A=Agree, SA= Strongly Agree

1 I will learn ICT knowledge more

2 I will ask teachers when facing difficulties in ICT use for learning

3 I will keep attention when learning with ICT

4 Teachers should enhance their ICT abilities

5 Teachers should master the teaching method through ICT

6 Teachers need help students more in learning with ICT

7 Teacher need to prepare lesson with ICT more

8 Teacher should use a diversity of ICT tools to make lesson more interesting

9 Add some practical ICT subjects in the curriculum

10 Organize competitions to encourage students to actively find knowledge about learning through ICT tools

11 Additional ICT support for students and teachers

12 BA managers need to provide ICT training for teachers and students

Table 4.8 highlights various suggestions from ATC respondents aimed at enhancing ICT integration in teaching and learning The data reveals that a significant majority of respondents agree with the proposed solutions, although a notable percentage remains undecided The strongest support, at 19.1%, is for providing additional ICT tools for both teachers and students, as well as incorporating more practical ICT subjects into the curriculum Conversely, the least support, at 7.4%, is for seeking assistance from teachers when encountering ICT challenges Additionally, over 30% of respondents agree on most items, with the enhancement of ICT knowledge receiving the highest agreement at 36.4% Notably, all suggestions exhibit low levels of strong disagreement, with two factors—improving teachers' ICT abilities and making lessons more engaging through diverse ICT tools—recording 0% strong disagreement.

The effective use of technology can significantly enhance student achievement, but improper integration may lead to negative consequences (Grismore, 2012) To maximize the benefits of Information and Communication Technology (ICT), it is essential to propose solutions that guide students in utilizing these tools effectively.

Nguyen Thi Mai Hoa, a 57-year-old learner (ID: 20A7510064), indicates that personal learners prioritize improving their ICT knowledge and maintaining focus during ICT learning over seeking help from teachers This preference may stem from students' fears of communicating with teachers or a lack of trust in their instructors' abilities Despite the survey in Table 4.3 showing a relatively high mean score for teachers' ICT proficiency, some educators may lack confidence when using various ICT tools in their lectures It is essential for students to become more assertive in addressing learning challenges and to develop trust in their teachers.

More than half of the participants acknowledged the need for focused attention while using ICT tools for learning, as they often get distracted by advertisements and spam These distractions can hinder their ability to concentrate on lessons, largely due to the appealing nature of ads and the learners' susceptibility to distraction To mitigate these issues and enhance focus, utilizing spam-blocking applications is recommended Additionally, students can benefit from using licensed software, which typically comes without disruptive ads Furthermore, learners can improve their concentration through activities such as exercising, consuming caffeine, and ensuring adequate sleep.

Moreover, students are also interested in improving their own ICT knowledge

At BA, obtaining a computer certificate is essential for graduation, making the enhancement of ICT skills crucial for students Proficiency in technology not only boosts workplace efficiency but also minimizes time spent on technical issues Additionally, strong computer skills facilitate effective communication and access to valuable information and services, ultimately optimizing learning time Students are encouraged to utilize instructional videos on platforms like YouTube, explore relevant blogs, and seek assistance from peers and instructors to further develop their technological abilities.

4.4.2 For ATC Teachers and Course Designers

To enhance teaching effectiveness, it is crucial for educators to master ICT (Information and Communication Technology) methods, with over 40% of teachers agreeing on its importance Proficient use of ICT not only facilitates better knowledge transfer but also optimizes teaching and learning time Skilled teachers who integrate ICT into their lessons create a more engaging, interactive, and dynamic classroom environment, ultimately boosting efficiency Furthermore, during online learning necessitated by the Covid-19 pandemic, teachers with strong ICT skills can ensure stable classes and provide essential support to students struggling with online access.

Enhancing ICT skills among teachers is essential for implementing effective solutions, as proficiency in technology enables educators to enrich their lectures with engaging content While teachers' skills are evaluated, actionable recommendations are provided to elevate the quality of their teaching.

PowerPoint is a widely used tool for delivering lectures, making it essential to enhance the appeal of presentations through its effective use While PowerPoint is user-friendly, maximizing its features to create a standout presentation demands additional skills, including graphic design, text formatting, and the integration of sound and visual effects.

In higher education, the learner-centered approach is gaining traction, yet the instructor's role remains vital Teachers are responsible for guiding and supporting students while delivering accurate knowledge; thus, a lack of strong IT skills can lead to communication errors To maximize effectiveness, educators must meticulously prepare lessons and utilize various ICT tools Additionally, it is essential for teachers to assist learners promptly when they face challenges in using ICT for their studies Beyond mastering ICT for teaching, educators should also be familiar with the necessary tools to effectively support their students' learning experiences.

Over half of the participants (53.1%) believe that the Bachelor of Arts (BA) curriculum should incorporate more practical ICT subjects Currently, the ATC faculty offers only one course on ICT, which is general informatics, covering limited theoretical aspects of tools like Excel and SPSS This lack of comprehensive ICT training creates a gap in students' ability to apply technology effectively in educational settings While students can enhance their ICT skills through self-study, this approach can be time-consuming and may lead to confusion Therefore, it is essential to add practical subjects to boost students' confidence and competence in applying ICT in their assignments and exams.

Leaders in schools must grasp the significance of technology integration in education to benefit both teachers and students, as highlighted by Berrett et al (2012) A clear vision and well-defined goals are essential to avoid confusion among educators regarding their initiatives Research indicates that teachers and students favor additional technical support and training over ICT competitions aimed at fostering independent learning, likely due to the perceived effectiveness of direct training Furthermore, the provision of ICT equipment is crucial for facilitating the teaching and learning process.

The integration of technology is crucial for enhancing teaching and learning through ICT, as mandated by MOET regulations Schools are encouraged to utilize multiple Internet service providers to guarantee reliable and stable connectivity, which is particularly beneficial for areas with frequent network instability Furthermore, it is essential for schools to acquire additional devices or upgrade existing equipment to better meet students' needs.

Nguyen Thi Mai Hoa, ID: 20A7510064, emphasizes the importance of implementing safety and security measures for ICT systems, including hardware, software, and websites Regular reviews and proactive strategies are essential to address and mitigate information security risks effectively.

Implementing ICT training for teachers and students is essential for enhancing the application of technology in educational activities Schools should prioritize professional development through organized training sessions and collaborative programs that encourage knowledge sharing among educators For students, acquiring and practicing essential ICT skills is crucial for facilitating their future self-directed learning However, organizing these training courses can be time-consuming and costly, involving expenses such as equipment purchases and expert fees, which require careful consideration by the school management Additionally, given the varying levels of ICT proficiency among students, it is important to address class differentiation when establishing training programs.

To enhance student learning efficiency and lecture quality, schools must collaborate with the Ministry of Education to adopt modern learning methods The MOOC (Massive Open Online Course) model, particularly in the field of artificial intelligence, is gaining global attention Unlike traditional distance learning, MOOCs are conducted online and can accommodate thousands of learners without restrictions on attendance or registration fees By offering MOOC courses, educators and students can leverage technology in the classroom, providing greater access to digital learning opportunities and fostering a more interactive course structure through practical experience.

CONCLUSION

Summary of Research Results

This section provides the key findings from the quantitative and qualitative analysis categorized consistent with the sub-questions

The study highlights the diverse range of ICT tools utilized in education, predominantly including laptops, computers, smartphones, presentation software, and Internet-based learning platforms It emphasizes the significance of integrating ICT into teaching and learning processes A questionnaire was administered to 162 ATC participants, gathering insights on the availability, accessibility, and frequency of ICT tool usage, along with demographic details such as background, gender, and cohort information of the respondents.

The study revealed that students recognize the significance and advantages of integrating ICT in education, which motivates them to engage in discussions about current challenges All participants expressed enthusiasm for activities that support teachers in incorporating ICT into their teaching practices Key benefits identified include access to up-to-date learning materials, enhanced communication with peers and educators, and improved learning efficiency through ICT tools Additionally, ICT has fostered greater interest and creativity among students while reducing learning time The findings also emphasize that teachers who are well-versed in ICT can design effective courses for its integration, aligning with previous research that underscores the necessity for educators to stay informed about ICT advancements to successfully lead and manage its implementation.

Nguyen Thi Mai Hoa 62 ID: 20A7510064 teachers’ positive attitudes and comments may stimulate students’ enthusiasm and enlightenment, because they have important significance and influence on students’ effective use of ICT

The main challenges in utilizing ICT in education include unstable internet connections, insufficient training for teachers and students, and a lack of motivation to engage with digital tools Participants noted that while ICT can enhance learning by providing access to materials and facilitating communication, inadequate equipment remains a significant barrier Slow internet and limited access can hinder academic progress, impacting college admissions and career prospects Additionally, issues such as disruptive advertising during ICT learning and difficulties in using specific tools, along with a general lack of ICT skills among students and teachers, further complicate the situation These challenges not only impede the development of essential skills in today's digital landscape but also adversely affect the overall quality of education.

The study identified several challenges in the use of ICT in teaching and learning, highlighting a need for practical solutions to enhance ICT integration To address these issues, the researcher recommends that students, instructors, course designers, and school managers be provided with up-to-date ICT tools and equipment, along with comprehensive training on their effective use in education This approach aims to ensure the successful implementation of ICT in educational settings.

First of all, it is important for students to boost their ICT ability, and maintain attention while studying They need to acquire the necessary ICT skills, including

Nguyen Thi Mai Hoa 63 ID: 20A7510064 the use of computers and the Internet, information literacy, information processing, information presentation and online communication and collaboration

Course designers must integrate ICT skills into the curriculum to enhance effective learning strategies and enable students to acquire essential skills Teachers, as key facilitators of ICT integration, need to master vital ICT competencies, including word processing, spreadsheets, database management, electronic presentations, Internet browsing, and networking To support this integration, it is crucial to implement various methods that empower teachers while providing students with necessary counseling and psychological support Additionally, BA administrators should continuously address ICT-related issues and enhance technical support and training for both teachers and students The 21st century has witnessed significant transformations in ICT adoption in education, particularly within Banking Academy and other higher education institutions in Vietnam To foster a supportive environment, school managers must inspire, motivate, and lead teachers, enabling strategies that promote the effective integration of ICT in teaching and training.

Implications of Study

This research highlights the significant impact of Information and Communication Technology (ICT) on teaching and learning in higher education, aligning with previous studies by Koỗ (2005) and Fisseha (2011).

Kareem (2017) outlines significant theoretical and practical implications for policy and practice within the education sector These implications are particularly relevant for communication professionals, educators, and higher education institutions, emphasizing the need for effective strategies that enhance learning outcomes and foster better engagement in educational settings.

These findings suggest various courses of action for students, teachers, school administrators, and decision makers to implement and promote ICT integration in

The integration of Information and Communication Technology (ICT) in education plays a crucial role in enhancing social and economic development, particularly in employment growth and quality of life Identifying the challenges related to ICT integration helps clarify its impact on both student and teacher performance Barriers may arise from various stakeholders, including students, educators, course designers, and BA managers, which can inform strategies for improving ICT capabilities in education The COVID-19 pandemic has further accelerated digital transformation, increasing the demand for online learning and influencing universities' strategies for online and blended education By addressing the challenges of ICT in teaching and learning, BA managers can develop effective policies that enhance the integration of technology in education, ultimately improving teaching quality and learning outcomes.

Monitoring ICT development in education is crucial, as students increasingly expect to enhance their learning experiences through technology By assessing student performance, educators can identify gaps in skills, devices, and training methods that hinder motivation and increase workload Addressing these issues not only aids teachers in overcoming professional challenges but also fosters their lifelong career growth and enhances the overall efficiency of ICT in schools.

This research aims to enhance an alternative approach to traditional methods, which primarily focused on teachers, for effective ICT integration in education In the context of the 21st century and the ongoing COVID-19 pandemic, the integration of technology through online and blended learning has emerged as a vital strategy to address educational challenges and foster social values among Vietnamese students Therefore, BA and other Vietnamese colleges and universities must prepare to adopt this approach and provide teachers with comprehensive training to facilitate meaningful discussions, enabling them to actively promote the development of student values.

Limitations and Suggestions for Further Research

This study enhances the understanding of higher education students' perceptions regarding the impact of ICT integration in teaching and learning Nonetheless, it is important to acknowledge certain limitations, including insufficient resources and references, a small sample size, and methodological shortcomings.

The study is constrained by a limited sample size, surveying only 162 students from a larger population of over a thousand ATC students, and is focused on a single higher education institution The availability of research materials was inadequate and outdated, hindering a comprehensive exploration of various ICT aspects Time constraints further restricted in-depth analysis and discussions on ICT-related issues Consequently, important factors such as teachers' perceptions of ICT integration, its role in teaching resources, and the establishment of an ICT integration culture were not examined Additionally, the study did not address management attitudes towards ICT or the specific support activities beneficial for teachers and ESL/ESP students, compounded by challenges in analyzing extensive SPSS data.

Nguyen Thi Mai Hoa 66 ID: 20A7510064 sheds light on aspects that are considered most relevant for the purposes of the paper

Integrating ICT tools in the classroom can enhance educational quality by boosting student motivation, providing access to diverse information sources, and fostering an active learning environment both in and out of the classroom This integration allows teachers to dedicate more time to individualized tutoring Ongoing research highlights the need for further exploration in specific areas to address the challenges faced by an expanding student population The study ultimately concluded that, under certain conditions, ICT can greatly enhance teaching and learning skills while positively influencing professional development.

To enhance the understanding of ICT integration in education, further studies should provide a comprehensive review of related issues, including the learning outcomes across various curriculum areas and levels Research should also investigate the effects of mentoring, coaching, and peer support on ICT integration, as well as effective teaching methodologies Additionally, examining best practices and the current state of ICT integration in higher education institutions in Vietnam is crucial ICT tools play a vital role in delivering high-quality education by boosting student motivation, providing access to diverse information sources, fostering an active learning environment, and allowing teachers to dedicate more time to tutoring As research advances, it is essential to identify areas for future exploration to address the limitations of existing studies The findings suggest that under specific conditions, ICT can significantly enhance teaching and learning performance while positively influencing professional development.

The integration of Information and Communication Technology (ICT) in education is essential, as it significantly enhances the effectiveness of teaching and learning processes Vietnam acknowledges the transformative potential of ICTs to improve educational outcomes and foster innovative practices in the classroom.

Nguyen Thi Mai Hoa 67 ID: 20A7510064 the quality of education, and several ICT initiatives have started to take shape as ICT is already evident in every sphere of life.

Chapter V is divided into three sections based on the study's findings regarding students' perceptions of ICT integration in education The first section summarizes the key findings and results, followed by a discussion of the study's implications Finally, the chapter addresses the limitations of the research and offers suggestions for future studies.

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Yang, S., & Kwok, D (2017) A study of students’ attitudes towards using ICT in a social environment Australasian Journal of Educational Technology,

33(5), 50-62 DOI: https://doi.org/10.14742/ajet.2890

Appendix A: Questionnaire on Students' Perceptions about ICT Benefits and Challenges in Teaching and Learning

1 What is your gender? o Female o Male o Prefer not to say

2 What is your cohort in the Banking Academy? o K20 o K21 o K22 o K23 o Other

Part 2 ATC Student Perceptions of ICT Benefits and Challenges

3 What ICT tools are available in your classroom?

Word processing programs (MS Word)

Internet- based learning platform (ZOOM,

File sharing (Google Drive, dropbox,…)

4 How often do you do the following activities?

Items Always Usually Sometimes Rarely Never

1 Use the Computer for class work or homework

2 Use the Internet for homework

6 Upload/Download in File sharing application

5 What are the benefits of ICT application in your learning?

1 Using ICT improves my learning

2 Using ICT will enhance my effectiveness

3 Using ICT saves my learning time

8 I can communicate with my friends and teachers through ICT

Nguyen Thi Mai Hoa 76 ID: 20A7510064 tools efficiently

13 The curriculum is designed to implement the use of ICT

15 Classrooms are well designed to suit an ICT environment

6 What are challenges in teaching and learning with ICT?

Video Editing) are difficult to use

3 Lack of experts in technical support

4 ICT tools wastes my learning time

5 Teacher restrict us from using smartphone/laptop during study period

6 I face problems relating to plagiarism, copyright

7 Using online resources made me neglect important traditional learning resources (books…)

8 Advertisements in software interrupt me in the learning process

9 The Internet connection is not available or poor

10 Some ICT tools are unavailable or unreliable

11 Poor quality or inadequate maintenance

14 I cannot pay attention to the lesson if I use ICT tools

15 I become too passive when using ICT to learn

16 I see teachers are unable to use ICT inside class

7 What are your competencies in ICT?

8 Social Media & Communications skills (e.g: Facebook, Twitter or etc)

8 What is the importance of ICT in teaching and learning?

ICT motivates learners towards learning

ICT improves engagement and knowledge retention

ICT promotes higher-order thinking skills

ICT encourages collaboration (i.e students and teachers)

ICT ensures that the learning process always continues even in special situations

ICT integration is a key part of the national curriculum

9 What are suggestions for better integrating ICT in teaching and learning?

1 I should learn ICT knowledge more

2 I should ask teachers when facing difficulties in ICT use for learning

3 I should keep attention when learning with ICT

4 Teachers should enhance their ICT abilities

5 Teachers should master the teaching method through ICT

6 Teachers need to help students more in learning with ICT

7 Teachers need to prepare lessons with ICT more

8 Teachers should use a diversity of ICT tools to make lessons more interesting

9 BA managers need to provide ICT training for teachers and students

10 Additional ICT support for students and teachers

11 Organize competitions to encourage students to actively find knowledge about learning through ICT tools

12 Add some practical ICT subjects in the curriculum

Table B.1: Post hoc test multiple comparisons of in benefit relating teachers’ supports

Table B.2: ATC students’ perception about ICT benefits relating teachers’ supports

This is an interesting topic that highlights the importance of integrating ICT implementation into education, which is a significant contribution to social and economic improvement

This research paper is well-structured and formatted, showcasing a diverse vocabulary and varied sentence structures It features a meticulous plan that aligns with its objectives, investigative methods, analysis, and evaluation The statistically significant results and insightful findings provide valuable contributions to theoretical and practical implications for policy and practice in the field of ICT, benefiting educators and higher learning institutions The conclusions and recommendations drawn are logical and consistent with the research findings.

Nguyễn Thị Mai Hoa exemplifies a strong commitment to research, demonstrating a positive attitude and a diligent work ethic Her eagerness for knowledge, openness to feedback, and dedication to her field highlight her focus and passion Additionally, she possesses a comprehensive understanding of information evaluation and showcases significant technological literacy.

Tiêu đề	Teaching and Learning with ICT Tools: Benefits and Challenges from ATC Students' Perceptions
Tác giả	Nguyen Thi Mai Hoa
Người hướng dẫn	Le Thi Minh Que (M.A)
Trường học	Banking Academy of Vietnam
Chuyên ngành	Foreign Languages
Thể loại	Graduation Thesis
Năm xuất bản	2021
Thành phố	Ha Noi

Định dạng
Số trang	96
Dung lượng	1,26 MB