Application of information technology in teaching

It isstructured into three divisions: Communication industry division: telephone network, cable network,satellite network, mobile network, and broadcasting network. Computer industry d

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BÁO CÁO TL, BTL, ĐA/DA THUỘC HỌC PHẦN: IT6011.14

( Nhập môn về kỹ thuật )

APPLICATION OF INFORMATION TECHNOLOGY IN TEACHING

GVHD: Hà Mạnh Đào

Sinh viên:Nguyễn Trường Tùng (2022604236)

Phạm Thành Đông (2022600318) Nguyễn Quốc Phú (2022603590)

Lớp: CNTTTA01 Khóa: 17

TABLE OF CONTENTS

I.1 Basis of it application theory in teaching

I.1.1 Some introductions and IT in teaching 1

I.1.2 Application of IT in teaching 3

I.1.3 Ability to apply information technology in teaching 3

I.1.4 Notes when using IT in teaching 5

I.2 Assess the current situation of using it in teaching at your unit I.2.1 General situation 7

II.1 Purpose, role and application model of it in teaching II.2 Application of it in university teaching II.2.1 Preparation of core conditions for information technology-integrated teaching be successful 10

a Human factor 11

b Material factor 11

II.2.2 Lecture design 12

II.2.3 Applying IT in assessment teaching 14

II.2.4 Apply IT to create positive in teaching 14

II.3 Some notes when applying it in teaching. a Choosing software tools for classroom 14

b Some common mistakes in applying IT in teaching 15

III Conclusions 16 BIBLIOGRAPHY

I.1 Basis of IT application theory in teaching

I.1.1 Some introductions and IT in teaching

Today, IT is being applied widely and effectively in various fields of human activity, creating significant changes in society, including schools To apply IT to the teaching process, one must first have a preliminary understanding of IT

Technology is generally understood as the application of science to the practical activities of people in social life In the face of globalization and the formation of a "network" economy, this has led to an inseparable relationship between computers and telecommunications networks, creating a new concept

of IT and communication technology (ICT) This new technology industry is developing at a high rate and encompasses the totality of the means of data processing, storage, transmission, and reflection of information products It is structured into three divisions:

 Communication industry division: telephone network, cable network, satellite network, mobile network, and broadcasting network

 Computer industry department: computers, electronic equipment, hardware technology (which mainly creates media and tools to directly serve the communication industry), software industry (which aims to improve, expand, and develop the efficiency of hardware technology, electronic computers, and other services such as e-commerce and email)

 Information content industry: including data, images, and activities of society in all aspects such as culture, sports, art, science and technology, education, training, entertainment, and more In general, it is a vast repository of human material

The above three divisions are linked together to form an immense potential They form a multipurpose network of technical equipment, which constitutes the backbone of national and global information infrastructure

I.1.2 Application of IT in teaching

The essence of the process of applying IT in teaching is to use the means to amplify and expand audiovisual capabilities and to enable machines

to communicate and process information These tools are seen as new intellectual labor tools, including computers, videos, overhead projectors, LCD projectors, digital cameras, and basic software such as virtual experiment construction, simulation experiments, CD-ROMs, and especially the internet Among these tools, computers act as a coordination center, handling all forms

of expression and communication of information When combined with specific software, computers become support tools with many great functions, such as creating, storing, organizing, modifying, and quickly and easily displaying vast amounts of information Therefore, computers are considered indispensable teaching tools in modern society

I.1.3 Ability to apply information technology in teaching.

In recent years, information technology has been considered one of the fastest-growing sciences This is because it serves and brings remarkable effects to most professions in society However, in Vietnam, the great potential that information technology can bring to education has not been adequately exploited Considering the educational process, with the variety and abundance of teaching software, information technology can completely help the teaching process for the following reasons:

Firstly, the application of information technology in teaching will make computers an effective support tool for the teaching process, namely:

• The ability to represent information: Computers can provide information in the form of text, graphs, images, and sounds This integration of the computer allows for an expanded ability to represent information, improving the visualization of teaching materials

• The ability to solve in a unified block the processes of information exchange and control in teaching: From the perspective of cybernetics, the teaching process is a process that controls the cognitive activity of students With a

program appropriately designed, computers can control students' cognitive activities by providing information, receiving reverse information, processing information, and providing necessary solutions to help students' cognitive activities achieve high results

• Repeatability in teaching: Unlike teachers, computers can store certain information, provide it to students, and repeat it to the point of achieving the necessary pedagogical purpose On this basis, the development of each individual student in the teaching process becomes a reality, facilitating individualization in the teaching process

• Ability to model objects: This is the greatest ability of computers They can model objects, build quite different options, compare them, and thereby create the optimal plan Indeed, there are many problems and phenomena that cannot be transmitted by conventional models, such as processes occurring in nuclear reactors, phenomena that take place in the cylinders of the internal combustion engine, rotating magnetic fields in three-phase asynchronous engines, the movement of electrons around the nucleus, etc whereas computers can simulate them

• Ability to store and exploit information: With today's large external memory, computers can store vast amounts of data This allows the establishment of data banks Computers can also connect to each other to form local networks or connect to the global information network, the Internet These are the premises that make it easy for teachers and students

to share and exploit information and process it effectively

Secondly, the application of information technology in teaching can support many different forms of teaching, such as face-to-face teaching, distance learning, online training labs, web-based training, e-learning, etc., meeting the increasing learning needs of different sectors of society

Thirdly, the application of information technology in teaching leads to the assignment of computers to perform some functions of teachers at different stages of the teaching process As a result, it is possible to build teaching

programs that replace some of the teacher's work This way of teaching has shown many pedagogical advantages, such as encouraging the independent work of students, ensuring reverse connections, and differentiating the learning process

I.1.4 Notes when using IT in teaching.

The outstanding advantages of teaching methods using information technology compared to traditional teaching methods are:

 The multimedia environment combines video images, cameras with audio, text, charts presented via computer in a pre-defined scenario for maximum efficiency through a multisensory learning process

 Advanced graphics techniques can simulate many processes and phenomena

in nature and society in humans that cannot or should not occur in school conditions

 Knowledge technology follows human intelligence, performing highly intellectual work of skilled professionals in different fields

 Huge and diverse data banks are connected to each other and to users over computer networks including the Internet can be exploited to create extremely favorable and sometimes indispensable conditions for students to learn in activity and by self-discipline, active and creative activities, carried out independently or in exchange

 Experiments and materials are provided in many channels: images, text channels, vivid sounds that make students easy to see, receptive and by reasoning, students can make predictions about new properties and laws This

is a great use of information and communication technology in the process of changing teaching methods

 It can be affirmed that the information and communication technology environment will certainly have a positive impact on the intellectual development of learners, and this gives rise to new learning theories

However, there are also challenges:

 According to some experts, the application of information and communication technology into the field of education and training has initially been applied achieved positive results However, what has been achieved is still very modest

 Difficulties, entanglements, and challenges are still ahead because of problems arising from practice For example, although electronic computers bring many advantages to teaching, they may not fully support teachers in their lectures It may only be really effective for some lectures and not the entire program due to many reasons

 Teachers still need to combine knowledge circuits with chalkboard chalk and traditional teaching methods to train students' skills

 Knowledge and skills in information technology in some teachers are still limited, not enough to be passionate and creative, even avoided

 The old teaching method is still a difficult way to change, and the authority and imposition cannot be erased for some time to come

 Human-machine interactive teaching, group teaching, teaching creative thinking methods to students, as well as teaching students how to know, how

to do, how to live together and how to assert themselves are still new to teachers and require teachers to harmoniously combine teaching methods while promoting the advantages of this teaching method and limiting the disadvantages of traditional teaching methods

o The use of information technology to innovate teaching methods has not been well studied, leading to its application in the wrong place, at the wrong time, sometimes overusing it

o The evaluation of a lesson with the application of information technology is still awkward Policies and management mechanisms are still inadequate, not creating synchronization in implementation

o Facilities and equipment for the innovation of teaching methods by projector means are lacking and not synchronous and not yet manual, so it has not been

widely and effectively deployed.

o The connection and use of the Internet has not been thoroughly, and in-depth, and infrequent use is due to lack of funding or transmission speed

o The training, fostering, and self-fostering of teachers have only stopped at eliminating computer blindness, so teachers do not have enough knowledge, take a lot of time and effort to use information technology in the classroom effectively

I.2 Assess the current situation of using IT in teaching at your unit

I.2.1 General situation

ASS, Dr Tran Duc Quy, the Rector of Hanoi University of Industry, has stated that digital transformation is an inevitable trend in the context of the fourth industrial revolution (Industry 4.0) Over the past years, the Party and State have provided strong guidelines and policies on digital transformation for education and training In fact, digital transformation presents an opportunity for universities and colleges in Vietnam and around the world to develop faster, more transparently, and more effectively With the COVID-19 pandemic stalling all socio-economic activities and preventing students from attending school, digital transformation has become increasingly essential It has been deployed in education and training, alongside the use of technologies from Industry 4.0, to facilitate teaching, learning, and training management, bringing positive values to schools Rector Tran Duc Quy has affirmed that Hanoi University of Industry is taking strong and swift steps towards achieving digital transformation in education

To use information technology in teaching effectively, it is first necessary to master the general theories of IT usage

II.1 Purpose, role and application model of IT in teaching

The purpose of utilizing information technology in higher education is

to enhance the quality of learning for students, by creating a highly interactive educational environment that goes beyond traditional "reading and copying" methods Students are encouraged and facilitated to actively seek knowledge,

streamline the process of self-study and self-training Thus, information technology serves as a tool for active teaching that supports teaching content and methods However, neither depending nor relying too much on information technology will cause the opposite effect

To achieve high efficiency in teaching, the TPACK (Technological Pedagogical Content Knowledge) model is used The TPACK model builds on Shulman's (1986, 1987) description of PCK (Pedagogical Content Knowledge), which describes how teachers' technological understanding in education and PCK interact with each other to form an effective technology-based teaching method It visualizes important elements of the process of applying information technology in teaching and learning activities The model gives an overview of the 3 basic forms of knowledge that a teacher needs to apply technology to their teaching: technical knowledge (TK), pedagogical knowledge (PK), and professional content knowledge (CK), as well as the relationship and interaction between them

Professional Content Knowledge (CK)

Professional content knowledge is practical knowledge of issues learned or taught Teachers must know and understand the subjects in which they teach, including: the main knowledge of the lesson, concepts, theories, and procedures in a given field, the knowledge of stereotypes, the interpretation of the organization, the connection of ideas, and knowledge of

the rules, evidence, and proof.

Pedagogical Knowledge (PK)

Pedagogical knowledge (PK) is in-depth knowledge of the processes, habits, or methods of teaching, learning, and ways to achieve educational purposes, values, and overall goals This is the general form of knowledge that engages in all the learning problems of the student, the management of classrooms, lessons, implementation of development plans, and assessment of students It includes knowledge of techniques or methods used in the classroom, the nature of the object, objectives, and strategies to assess the student's understanding A teacher with solid pedagogical knowledge will understand how to build knowledge and acquire skills, develop positive habits and inclinations towards learning

Pedagogical knowledge requires an understanding of cognition, social theory, learning development, and their application to students in their classrooms

Technology Knowledge (TK)

Technological knowledge is the knowledge of standard technologies such as books, chalkboards, and blackboards, as well as more advanced techniques such as the internet and video techniques Using digital technology, necessary knowledge includes knowledge of operating systems, computer hardware, as well as the ability to use standard toolkits of software such as word processing, spreadsheets, browsers, emails, etc TK includes knowledge

of how to install and remove peripherals, place and remove software programs, and create and store documents

In the TPACK model, Technology Knowledge (TK) can be combined with Content Knowledge (CK) to form Technological Content Knowledge (TCK), and Pedagogical Knowledge (PK) to form Technological Pedagogical Knowledge (TPK) At the heart of the TPACK framework is the complex interaction between three main forms of knowledge: technological knowledge (TK), pedagogy (PK), and professional content (CK) The model has shown