Tóm Tắt Tiếng Anh Phát Triển Năng Lực Số Trong Dạy Học Cho Sinh Viên Sư Phạm Ở Các Trường Đại Học.pdf

Recognizing the role of digital competence in teaching as a core factor in successfully implementing digital transformation activities in teaching and education, training programs for pe

MINISTRY OF EDUCATION AND TRAINING

HANOI NATIONAL UNIVERSITY OF EDUCATION

CHAU THI HONG NHU

DEVELOPING DIGITAL COMPETENCE

IN TEACHING FOR PEDAGOGICAL STUDENTS IN UNIVERSITIES

Major: Theory and History of Education

Code: 9140102

SUMMARY OF DOCTORAL THESIS

EDUCATION SCIENCES

HA NOI - 2024

THE THESIS HAS BEEN COMPLETED AT:

HANOI NATIONAL UNIVERSITY OF EDUCATION

Scientific supervisors:

1 Associate Professor, Dr Hoang Thanh Thuy

2 Dr Le Thi Kim Loan

Examiner 1: Associate Professor, Dr Tran Khanh Duc

Examiner 2: Associate Professor, Dr Nguyen Chi Thanh

Examiner 3: Dr Nguyen Chi Trung

The thesis will be defended at the Examining Committee,

Hanoi National University of Education at (time) ……… Date ……

The origin of the thesis is accessible for the purpose of reference at National Library or Library of Hanoi National University of Education

LIST OF RESEARCH WORKS

competencies in teaching for university students in the world and Vietnam today", Special issue of Education Magazine, page 305 - 309

framework and digital competency training in the agricultural sector",

Conference proceedings of Phu Yen University, page 20 - 27

competencies in teaching for pedagogical students at universities",

Journal of Education, Special issue of Education Magazine 5, page 275 – 280

framework in teaching for pedagogical students at university", Journal

of Education, Special issue of Education Magazine 5, page 1 – 7

pedagogical capacity for students to meet the requirements of digital transformation in education” Journal of Education, Special

issue of Education Magazine 9, page 45 – 49

INTRODUCTION

1 Rationale of the research

In any era and any country, human resources are a central factor and a driving force for socio-economic development In the first decades of the 21st century, digital technology developed strongly and the world entered the 4.0 Industrial Revolution that has been creating new challenges for Vietnamese education in general and higher education in particular, requiring utmost efforts to keep up with the times and to be able to participate in the proccess of "knowledge economy" The role of teacher becomes complex in a rapidly changing world, where knowledge is virtually limitless Teachers must be technology oriented, pay attention to the needs of each student in a heterogeneous classroom, create a student-centered learning environment, and support learners to strive for excellence and have the opportunity to learn in an inquiry-based, dynamic way

To implement the Politburo's Resolution on a number of guidelines and policies to proactively participate in the Fourth Industrial Revolution, on June 3,

2020, the Prime Minister issued Decision No 749/QD-TTg approved the National Digital Transformation Program until 2025, oriented to 2030 [38] Accordingly, Education and Training is one of the eight areas that needs to be given utmost priority

in digital transformation The Prime Minister requested the development of a platform to support remote teaching and learning, thorough application of digital technology in management, teaching and learning; digitalization of documents and textbooks; the construction of a platform to share teaching and learning resources both online and face-to-face On January 25, 2022, the Prime Minister issued

Decision No 131/QD -TTg on approving the project "Strengthening the application

of information technology and digital transformation in education and training in the period 2022 - 2025, oriented to 2030" with the goal of taking advantage of

technological advances to promote innovation in teaching and learning, improve quality and access to education, and efficiency of education management; buildingopen, adaptive education on digital platforms, contributing to the development of digital government, digital economy, digital society, and national development

On May 10, 2022, the Ministry of Education and Training issued Decision No

1282/QD - BGDDT on "Promulgation of the Plan to enhance the application of

information technology and digital transformation in education and training for the period 2022 - 2025 of the Ministry of Education and Training", which once again

affirmed that the application of information technology (IT) and digital transformation is extremely urgent for the education sector today Accordingly, education and training activities play a key role, helping to raise awareness, form digital skills and develop digital human resources With the requirement that 100% of "digital universities" complete the model of digital organization, digital administration, digital operations, standardization of digital data, open digital learning materials resources, and digital technology infrastructure, the project clearly states that lecturers and researchers need to

be fully equipped with digital knowledge and skills [10] With new requirements in

digital transformation for education, innovating teaching methods towards universalizing and personalizing lifelong learning services for each learner is inevitable and requires teachers to change and be able to master information and communication technology (ICT) tools and applications

According to Circular 20/2018/TT-BGDDT issued on Professional standards for teachers at general education institutions, including 5 standards and 15 criteria, Criterion 15 mentions: “Application of information technology, exploitation and use

of technology equipment in teaching and education” This criterion can be considered

a component of digital competence However, the assessment of digital competence

of school teachers has not been clearly mentioned in the professional standards according to Circular 20 In fact, school teachers also face many difficulties in digital transformation in education due to limited digital competence

Today, digital competency is considered a vital factor to achieve success in study, research, and future career development [50] A majority of job positions will gradually be digitalized, the ability to use digital technology is a requirement of almost every profession, digital industries become a key factor of the economy, educational institutions become digital business models, and lecturers and students must be the ones to take advantage of the benefits of technology, simultaneously support the community and promote innovation and creativity in next generations

Recognizing the role of digital competence in teaching as a core factor in successfully implementing digital transformation activities in teaching and education, training programs for pedagogical students of universities has established output standards for digital competence in the standards for information technology competence, and has added subjects to help students form and develop digital competence such as the subject of “Application of information technology in teaching” in the pedagogical training program However, in reality, the digital competence of students is still at an average level This shows that the activities of developing digital competence for pedagogical students of universities are still limited Therefore, it is necessary to find the answer: how can the development of digital competence in teaching for students at universities achieve high results? This shows that there is a need for research on digital competence in teaching and measures to develop digital competence in teaching for students to improve digital competence in teaching of pedagogical students

For the above reasons, choosing the research topic "Developing digital competence

in teaching for pedagogical students at universities" is urgent and beneficial

2 Research purpose

On the basis of theoretical research and the current status of developing digital

competence in teaching for pedagogical students, measures to develop digital

competence in teaching for pedagogical students at universities to improve the results

of developing digital competence in teaching for pedagogical students are proposed, thereby contributing to improving digital competence in teaching for pedagogical students, contributing to the improvement of the quality of professional competence training for pedagogical students at universities

3 Objects and subjects of research

5 Research tasks

5.1 Building a theoretical basis for developing digital competencies in teaching for pedagogical students at university

5.2 Assessing the current status of digital competencies and the current status

of developing digital competencies in teaching pedagogical students at universities

5.3 Proposing and experimenting with measures to develop digital competence

in teaching for pedagogical students at universities

6 Scope of research

6.1 About research content

The thesis focuses on researching the development of digital competence in teaching for full-time, university-level pedagogical students in teacher training programs except Information Teacher Education at public universities in Vietnam;

It only develops digital competencies serving teaching activities in schools

6.2 About the research area

The research was conducted at 5 institutions that train university-level teachers

in the Central region: Pham Van Dong University, Khanh Hoa University, Quy Nhon University, Ha Tinh University and Phu Yen University

The thesis was conducted experimentally at Phu Yen University

6.3 About the survey object

The thesis surveyed 1,470 subjects from 5 universities in the research area, including 72 administrators, 148 lecturers, and 1,250 third and fourth year full-time, university-level pedagogical students majoring in Literature Teacher, English Teacher, Mathematics Teacher,and Primary Education

6.4 About research time

The thesis has been conducted from 2021 to 2024

7.2.1 Group of theoretical research methods

7.2.1.1 Method of analyzing and synthesizing theory

7.2.1.2 Method of classification and systematization of theory

7.2.2 Group of practical research methods

7.2.2.1 Method of pedagogical observation

7.2.2.2 Method of educational investigation

7.2.2.3 Method of interview

7.2.2.4 Method of expert

7.2.2.5 Method of pedagogy experiment

7.2.3 Method of processing data using mathematical statistics

8 Arguments that need to be defended

8.1 Digital competence in teaching is a basic and necessary competency in the system of professional competencies of teachers in the context of the Industrial Revolution 4.0 Developing digital competence in teaching for pedagogical students contributes to improving the professional practice competence of pedagogical students - one of the important tasks in teacher training at universities

8.2 Pedagogical students at universities are not fully prepared with digital competence in teaching to effectively perform teaching tasks as required to effectively implement the 2018 General Education Program in the context of the Industrial Revolution 4.0

8.3 Determining appropriate measures, including developing criteria and standards for assessing digital competence in teaching for pedagogical students and developing and implementing a teaching process oriented towards developing digital competence in teaching for pedagogical students, is a necessary condition for effectively developing digital competence in teaching for pedagogical students at universities, contributing to improving the quality of training to meet the requirements of teacher professional standards to effectively implement the 2018 General Education Program in the context of the 4.0 Industrial Revolution

9 New contributions of the thesis

9.1 Theoretical contributions

Theory on developing digital capacity in teaching for pedagogical students at universities, including: establishing a system of basic concepts; building a framework of

digital competence in teaching for pedagogical students; determining the necessity, goals, principles, content, paths to develop digital competence in teaching for pedagogical students and criteria for assessing the level of digital competence development in teaching for pedagogical students at universities This theoretical system enriches the theoretical basis of modern university teaching

9.2 Practical contributions

The framework of digital competence in teaching for pedagogical students at universities is the basis for teacher training universities to determine output standards and criteria for assessing digital competence of pedagogical students

The results of the survey on the current status of digital competence and the development of digital competence in teaching for pedagogical students at universities and finding the advantages and limitations of the current situation and the causes leading

to the current situation so that teacher training universities have more authentic evidence

of digital competence in teaching and developing digital competence in teaching for pedagogical students and on that basis, gain experiences in training professional competence for students

The system of measures to develop digital competence in teaching for pedagogical students at universities is a reference document for managers and lecturers

of universities to apply in teacher training at universities and can also be a reference document for teachers in general schools

10 Structure of the thesis

In addition to the Introduction, Conclusions and Recommendations, List of Research works, References and Appendices, the thesis includes 3 chapters

Chapter 1: Theoretical basis of digital competence development in teaching for pedagogical students at university

Chapter 2: Current status of developing digital competence in teaching for pedagogical students at universities

Chapter 3: Measures to develop digital competence in teaching for pedagogical students at universities and pedagogical experiments

CHAPTER 1 THEORETICAL BASIS OF DEVELOPING DIGITAL COMPETENCE IN TEACHING FOR PEDAGOGICAL STUDENTS AT UNIVERSITY

1.1 Overview of the research

1.1.1 Research on digital competence in teaching

There are many research projects on digital competence in teaching The concept of digital competency is approached in many different ways This is a complex system of competencies associated with teachers' pedagogical activities in the process of performing their duties Many domestic and foreign authors agree that digital competency is an important and necessary competency for workers in general and teachers in particular in the 21st century, meeting the requirements of the Industrial Revolution 4.0 In the digital age, the role of the teacher has changed

greatly, requiring teachers to innovate methods, forms, and organization of teaching and educational activities

1.1.2 Research on developing digital competence in teaching

The issue of developing digital competence in teaching is of particular interest

to countries around the world, including Vietnam, in training and fostering digital competence for teachers and pedagogical students This is considered both a task and

a solution to develop a team of teachers to improve the quality of education A number of studies in Vietnam have proposed a digital competency framework for students However, these studies only provide suggestions and have not been tested and developed on a large scale Currently, there is no research on digital competence

in teaching and developing digital competence in teaching for pedagogical students

1.2 Theoretical issues about digital competency in teaching of pedagogical students

* Concept of digital competence

Digital competence is a complex structure of knowledge, skills and attitudes that ensure safe and appropriate access, management, understanding, combination, communication, evaluation and creation of information, which, through digital technology, effectively performs tasks or jobs in defined situations

* General digital competence framework for students

The general digital competence framework is built on the following basis:

UNESCO Digital Competence Framework, Digital Competence Framework for Citizens (DigComp), Digcom Digital Competency Framework update 2.2 for citizens, Digital Competence Framework of Council of Australian University Librarians (CAUL - Council of Australian University Librarians) From the above bases, the author of the thesis proposes a general digital competence system for students including the following component competency groups: Operating equipment and software; Information and data competency; Communication and collaboration; Creating digital content; Security; Problem solving; Career-relevant digital competencies

1.2.2 Digital competence in teaching of pedagogical students

1.2.2.1 The concept of digital competence in teaching of pedagogical students

* Concept of pedagogical student

Pedagogical students are people who are studying college-level teacher training programs or university-level teacher training programs at colleges and universities

* Characteristics of pedagogical students

- First, the majority are between the ages of 18 and 22, the young age when they have reached certain biological and social maturity, and are legally qualified to take responsibility for their own actions before the law

- Second, pedagogical students have passed the selection process of the higher education institution (through entrance exam or admission)

- Third, pedagogical students can live and study in an orderly, disciplined, and cultural educational environment; have more conditions for development than other environments

- Fourth, the basic learning method of students is to self-explore and experience reality through professional practice activities, accumulating experience for themselves under the orientation, organization and guidance of lecturers; students have the ability to self-study and self-research

- Fifth, pedagogical students are those who have a career orientation as teachers in the future Their learning purpose is to learn to become teachers participating in teaching, education and scientific research in the field of education in general schools

- Sixth, to become teachers in the current period, pedagogical students must also have digital technology competence to be able to meet the requirements of digital transformation in current education and the impact of the Industrial Revolution 4.0

- Seventh, the learning activities of pedagogical students in the 21st century need to be fully equipped with computers and technological devices used in teaching

In addition, pedagogical students must have knowledge of technology, understand and be able to use a number of digital technology platforms and teaching software to design teaching content

* Digital competence in teaching of pedagogical students

Digital competence in teaching of pedagogical students is a complex structure including knowledge, skills and attitudes that ensure safe and appropriate access, management, understanding, combination, communication, evaluation and creation of information through digital technology for pedagogical students to effectively perform teaching practice tasks

1.2.3 Digital competence framework in teaching for pedagogical students

To build a digital competence framework in teaching for pedagogical students, the author has consulted and built on the basis of:

(1) Professional standards for general teachers;

(2) Output standards of teacher training programs;

(3) Current requirements for educational innovation;

(4) General digital competence framework, competence framework of the Joint Information Systems Committee (JISC) and Digital competency framework for educators of Europe DigCompEdu

From the suggested bases above and after the review process of experts, the author has proposed 10 component competencies to include in the digital competence framework used in teaching pedagogical students as follows: 1 - Competency in understanding digital technology; 2 - Competency in operating digital technology equipment and software in teaching; 3 – Competency in building databases and digital learning materials; 4 - Competency in using digital technology in developing curriculum and didactic materials; 5 - Competency in developing lesson plans with digital technology; 6 - Competency in implementing lesson plans and manage

classrooms in a digital environment; 7 - Competency in using digital technology in assessing students' progress and learning outcomes; 8 - Competency in using digital resources in building, managing and exploiting teaching records; 9 - Competency in professional training and pedagogical skills in the digital environment; 10 - Security and safety in the digital environment

1.3 Theoretical issues on developing digital competence in teaching for pedagogical students at universities

1.3.1 Concept of developing digital competence in teaching for pedagogical students

* Concept of development

* Concept of competence development

* Concept of digital competence development

Digital competence development is the process of forming and improving the digital competence system needed by individuals to effectively perform activities in the

digital environment in accordance with set goals

* Concept of developing digital competence in teaching for pedagogical students:

Developing digital competence in teaching for pedagogical students is a process

of organized and purposeful impact to form and improve the digital competence system

needed for students to effectively carry out teaching activities in a digital environment according to the set goals

1.3.2 The necessity to develop digital competence in teaching for pedagogical students

First, digital competence is a basic and necessary competency in the 21st century

Second, the requirements of national digital transformation and digital transformation in education

Third, the request of the implementation of the 2018 general education program

Fourth, digital competence is a component competency in the pedagogical

competency system

Fifth, the practice of developing digital competence in teaching for pedagogical

students at universities

1.3.3 The goal of developing digital competence in teaching for pedagogical students

Developing digital competence in teaching for university pedagogical students

aims to help students:

- Explain the meaning of applying digital technology in teaching;

- Proficiently apply digital technology in learning activities;

- Creatively use digital technology in professional training activities;

- Proficiently use some equipment and software in designing and implementing lessons;

- Implement some software in testing and evaluating students' learning outcomes;

- Apply digital technology in designing digital learning materials

1.3.4 Principles for developing digital competence in teaching for pedagogical students

- First, developing digital competence in teaching for pedagogical students

ensures the goals of the training program and meets the requirements of digital transformation in education and output standards of the pedagogy industry

- Second, developing digital competence in teaching for pedagogical students is

conducted through the teaching process

- Third, student initiative determines the effectiveness of developing digital

competence in teaching pedagogical students

- Fourth, developing digital competencies in teaching for pedagogical students must be consistent with the psychology and physiology of pedagogical students;

inheriting the achievements of developing digital competence of pedagogical students

in schools

- Fifth, developing digital competence in teaching for pedagogical students

ensures the goal of forming and developing teachers' personality, qualities, and professional capacity, contributing to the implementation of educational innovation and socio-economic development in Vietnam in the trend of globalization and international integration

1.3.5 Contents of developing digital competence in teaching for pedagogical students

Developing digital competence in teaching for pedagogical students includes

the content of developing 10 component competencies in the proposed digital

competence in teaching framework:

- Content 1: Knowledge, skills and attitudes about applying digital technology

- Content 10: Knowledge, skills and attitudes on protecting security and safety

in the digital environment

1.3.6 Ways to develop digital competence in teaching for pedagogical students

- Through teaching activities;

- Through self-study and self-research of students;

- Through pedagogical profession training and pedagogical practice;

- Through hands-on activities and practical experiences;

- Through training courses

1.3.7 Criteria for evaluating the level of digital competence development in teaching of pedagogical students

Criteria for evaluating component competencies in the digital competence

framework system in teaching of pedagogical students include 5 levels as follows: Level 1 - none; Level 2 – basic; Level 3 – average; Level 4 – high; Level 5 – very high Each level corresponds to a score from 1 to 5, in which 5 is the highest level and 1 is the lowest level

1.4 Factors affecting the effectiveness of developing digital competence in

teaching for pedagogical students at university

- Pedagogical students' awareness of developing digital competence in teaching

to meet the requirements of digital transformation in education

- Pedagogical students’ positiveness and proactiveness

- Learning methods of pedagogical students

- Awareness about developing digital competence in teaching for pedagogical

students of administrators and teachers

- Lecturer's teaching methods

- Lecturer's digital competence

- Teacher training program

- Innovating Vietnamese education in the context of digital transformation

- Applying IT and digital transformation at universities

- IT application and digital transformation at schools

- Conditions of facilities and equipment

CHAPTER 2 CURRENT STATUS OF DIGITAL COMPETENCE DEVELOPMENT IN TEACHING FOR PEDAGOGICAL STUDENTS AT UNIVERSITIES 2.1 Overview of the research area and organizing survey on the current status

of digital competence development in teaching for pedagogical students at

universities

2.1.1 Overview of the research area

The thesis researches the current status of digital competence development in teaching

for pedagogical students at 05 universities, including: Quy Nhon University; Ha Tinh University, Khanh Hoa University, Pham Van Dong University and Phu Yen University

2.1.2 Organizing the survey on the current situation

2.1.2.1 Purpose of the survey

The survey aims to understand the reality of digital competence development in