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MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION LE THI KIM LOAN DEVELOPING INFORMATION TECHNOLOGY COMPETENCE IN TEACHING FOR TEACHER STUDENTS AT UNIVERSITIES MAJOR: THEORY AND HISTORY OF EDUCATION CODE: 14 01 02 SUMMARY OF PhD THESIS HANOI –2019 The Thesis is conducted at Hanoi National University of Education Academic Supervisor: Assoc Prof Dr Nguyen Thi Tinh Assoc Prof Dr Sc Nguyen Xuan Huy Reviewer 1: Assoc Prof Dr Tran Huu Hoan National Academy of Education Management Reviewer 2: Assoc Prof Dr Tran Viet Luu Central Propaganda and Training Commission Reviewer 3: Assoc Prof Dr Nguyen Thi Thanh Hong Hanoi National University of Education The thesis will be defended in front of the Thesis Assessment Council at Hanoi National University of Education at _ on This Thesis can be retrieved at: - The National Library of Vietnam, Hanoi - Library of Hanoi National University of Education INTRODUCTION Reasons for choosing the topic The recent achievements in the field of Information Technology (IT) have been greatly affected every single aspect of our socio-economic life In this digital age, IT competence becomes a basic necessity For teachers, IT competence is a fundamental component of the professional competence system, which should be established and developed in the university and further fostered throughout the course of their professional life Modern teaching theories have focused on studying the competence – oriented teaching process in the setting of rapid digital technology development and the Industrial Revolution 4.0 However, the basic theoretical framework for developing IT competence in teaching for teacher students has not been completed In-depth studies on this issue are necessary to provide universities with a basic guide to building their own measures of developing IT competence in teaching for teacher students By recognizing the crucial role of IT as a modern teaching assistant, which contributes to the fundamental and comprehensive renovation of the Vietnamese education system in general and higher education, specifically (as mentioned in the Resolution of the 8th Plenum of the XI Party Central Committee), IT has been increasingly implemented in the universities’ training process that led to remarkable results However, the development of IT competence for teacher students has not been properly addressed Which IT competencies should be included and how to help students build up these competencies is an issue that requires universities to deeply investigate There is actually no profound research on developing IT competence in teaching for future teachers in the world In Vietnam, only a limited number of researchers take the viewpoint of “IT competence as one of the professional competencies” into consideration Hence, the topic selected, "Developing IT competence in teaching for teacher students at universities" proves to be urgent and useful for improving the quality of teacher education, meeting the fundamental and comprehensive reform requirements of the higher education sector Objectives of the research Based on studying the theories and realities of developing IT competence in teaching for teacher students, the thesis proposes the measures to develop IT competence in teaching for teacher students at universities, improving teaching efficacy, meeting the teacher professional standards, contributing to the remodeling of higher education in Vietnam Objects and subjects of the research 3.1 Objects of the research The activities of developing IT competence in teaching for teacher students in teacher training programs at universities 3.2 Subjects of the research The measures to develop IT competence in teaching for teacher students at universities Scientific hypothesis Vietnamese universities have been implementing IT in training future teachers, yet it has not reached the desired effectivity Once the framework of IT competence, based on which the competence-oriented teaching process will be carried out, is well-established, the future teachers will be better provided with IT competence in teaching This will eventually contribute to the improvement of teacher training quality to meet the standards of professional teachers Research tasks 5.1 Building the theoretical foundation for developing IT competence in teaching for teacher students at universities 5.2 Surveying, analyzing and assessing the current status of developing IT competence in teaching for teacher students at universities 5.3 Proposing, testing and examining the applicability of proposed measures for developing IT competence in teaching for teacher students at universities Scope of the research 6.1 Regarding the research contents The research focuses on the development of IT competence in teaching for teacher students in full-time undergraduate teacher training programs (except for IT teacher training programs) at public universities in Vietnam 6.2 Regarding the research area The research was conducted in universities in the Central of Vietnam that are qualified to train undergraduate teacher students: Hue University of Education, Da Nang University of Education, Quy Nhon University, Pham Van Dong University (Quang Ngai province) and Phu Yen University The experimental study was conducted at Phu Yen University 6.3 Regarding the research subjects The survey included 3300 subjects of universities in the research area: 170 managers, 530 lecturers and 2600 full-time undergraduate students in Geography, Literality, English, Math and Physics Teacher Education 6.4 Regarding the time for the research The study has been conducted from 2015 to 2018 Methodology 7.1 Research methodology Activity approach; System–structure approach; Competence-based approach; Development approach; Interdisciplinary approach 7.2 Theoretical methodology group: Theoretical analysis and synthesis; Theoretical classification and systematization 7.3 Practical methodology group Survey; Interview; Observation; Professional solution; Product research; Experience analysis and summation; Pedagogical experiments 7.4 Information processing methods Information is processed by statistical mathematics, graphs and charts New contributions 8.1 Theoretical contributions Complementing and enriching the theoretical foundation for developing IT competence in teaching for teacher students, contributing to the improvement of modern tertiary teaching theories 8.2 Practical contributions - Clarifying the realities of developing IT competence in teaching for teacher students at universities in Vietnam to meet the teacher professional standards, the new general education program and the requirement of fundamental and comprehensive reform of general education - Proposing a system of measures for developing IT competence in teaching for teacher students to improve the quality of teacher training of universities - Applying those measures in the teacher training in universities, serving as a reference for teachers in schools Argument for defending the thesis 9.1 IT competence in teaching is one of the fundamental and highly necessary competence among the system of teachers’ professional competencies Developing IT competence in teaching helps improve the professional practice of teacher students, which is one of the important tasks of teacher education universities 9.2 Teacher students have not equipped themselves with adequate IT competence in teaching to effectively perform teaching tasks at the level of teacher professional standards in high schools 9.3 Identifying appropriate measures, among which building the framework of IT competence in teaching and consequently conducting the competence oriented teaching process based on that framework is a prerequisite for the effective development of IT competence in teaching for teacher students at universities, leading to the improvement of teacher training quality and the high schools’ professional standards satisfaction 10 Structure of the Thesis Beside the introduction, conclusion and recommendations, the list of references, the thesis consists of three chapters Chapter 1: The theoretical foundation for developing IT competence in teaching for teacher students at universities Chapter 2: The realities of developing IT competence in teaching for teacher students at universities Chapter 3: The measures for developing IT competence in teaching for teacher students at universities Chapter THE THEORETICAL FOUNDATION FOR DEVELOPPNG INFORMATION TECHNOLOGY COMPETENCE IN TEACHING FOR TEACHER STUDENTS AT UNIVERSITIES 1.1 Overview of researches related to the topic 1.1.1 Research on information technology competence in teaching The European Union, UNESCO and OECD have spent a lot of research projects on IT competence: European Electronic Technology Framework [72], e-Skill and ICT Professionalism - Fostering the ICT Profession in Europe [87], ICT Competency Framework for Teachers [101] IT competence is related to computer literacy and generally understood as the knowledge and skills required for an effective use of hardware and software [90] Romani (2009) [92] and Ferrari (2012) [73] argue that IT competence is related to digital literacy and digital competence The common point of these studies is that IT competence is associated with the use of computer skills to exploit, process and share information Researchers have also asserted that teachers’ ability to integrate IT into teaching is one of the most significant factors affecting the effectiveness of IT application in teaching As IT appears in the classroom, teachers become learning resource coordinators [96] Only teachers who have been trained in using IT are able to effectively perform the roles of a supervisor and an advisor [66] In order to use IT in the classroom, teachers should have basic IT competence, technology competence, method competence, IT integration competence in teaching topics, ethical use of IT, etc [93] Many doctoral theses from Hanoi National University of Education are researches on: Applying IT in teaching subjects; Innovating teaching methods with the support of IT; Use IT to actively promote student learning; Lecture design with the support of IT; Applying IT in testing and evaluation 1.1.2 Research on developing information technology competence in teaching for student teachers - Analyzing teacher training programs: UNESCO (2013) has introduced the researches on teaching IT in teacher training programs of some authors [102], including: Cher Ping LIM of Edith Cowan University; Jianhua Zhao of SP South China University; Kim Hyeonjin of the National University of Education in Korea; Rhea and Amelia of the University of Mindanao - Philippines; Philip Wong and Shanti Divaharan of the Singapore National Institute of Education; Prawit Simmatun of Mahasarakham Rajabhat University, Thailand; Nguyen Van Hien of Hanoi National University of Education - Factors influencing the development of IT competence for teacher students: Studies of Ruth Xiaoqing Guo (2006), Lin and Md.Yunus (2012), Mahmud and Ismail (2010), Xiong and Lim (2015), Tomte (2015), Aslan and Zhu (2015, 2016) analyzed factors affecting the IT competence of teachers and students [61], [62], [83], [85], [98], [105] These are training programs, the awareness of teachers and students, age and gender - Evaluation of IT competence in teaching: The authors Torok, Manakana and the Department of Education and Training (Western Australia) studied the development of a tool set for assessing IT competence in teaching of teachers and teacher students - Proposing measures to improve IT competence in teaching for student teachers: UNESCO provides support to "Renovation of competence – based teachers training" [103]; Kirschner (2003) proposed six criteria for teacher curriculum [78]; Fredrik Mork Rokenes and Rune Johan Krumsvik published the article " “Development of Student Teachers’ Digital Competence in Teacher Education”, introducing experimental studies on teaching IT for student teachers [91] Researchers in Canada have shown that digital distance can be narrowed down by training teachers with the goal of improving IT competence [69] Two of the very limited studies on IT standards for student teachers are those of Correos (2014)[67] and Thai Hoai Minh and Trinh Van Bieu (2016)[40] 1.1.3 General comments and the problems that the thesis needs to address 1.1.3.1 General comments: There have been a lot of researches on IT competence in teaching but they mainly focus on policy, perception, influencing factors Particularly, it is difficult to find in-depth and specific research on IT competence in teaching for student teachers 1.1.3.2 The problems that the thesis needs to address: The thesis must focus on the following key issues: (1) Standardizing definitions and identifying IT framework; (2) Building the framework of IT competence in teaching for student teachers at universities; (3) Conducting surveys on current status of the development of IT competence in teaching for student teachers in some universities; (4) Proposing a system of measures to develop IT competence in teaching for student teachers;(5) Experimenting a number of key measures to test the usability of the proposed measure system 1.2 The theories of teacher students' IT competence in teaching 1.2.1 IT competence 1.2.1.1 Competence * Concept of competence: Competence is a complex structure including knowledge, skills and attitude which ensures the ability to effectively perform tasks in defined situations * Structure of competence: The Benjamin Bloom model used in this thesis consists of components: knowledge, skills and attitude 1.2.1.2 Information technology * Concept of IT: A collection of modern scientific and technological methods, tools and means for producing, transmitting, collecting, processing, storing and exchanging information 1.2.1.3 Information technology competence * Concept of IT competence: A complex structure including an individual's knowledge, skills and attitude of IT integration to effectively perform a task in a defined situation * IT competence system: Based on the concept of competence and IT competence in the context of 21st century setting, the thesis proposed a general IT competence system consisting of components, listed in the full-text thesis, Table 1.1 * General IT competence framework: General IT competence framework proposed by the author is a threedimensional coordinate system consisting of Component system, Structure and Level of IT competence (Figure 1.3) 1.2.2 Teacher students’ IT competence in teaching 1.2.2.1 Teacher students A teacher student is an individual who is attending a tertiary teacher training program at colleges and universities 1.2.2.2 The concept of student teachers' IT competence in teaching A complex structure including student teachers' knowledge, skills and attitude of IT integration to effectively perform their teaching tasks 1.2.3 The framework of IT competence in teaching for student teachers 1.2.3.1 The basis for building the framework of IT competence in teaching for student teachers: (1) the output standard of teacher education curricula; (2) IT competence standards; and (3) teacher professional analysis 1.2.3.2 The framework of IT competence in teaching for student teachers * Identifying IT component competencies: for student teachers, not include Competency (Expert competency) and Competency (Manager competency); the rest will be appropriately described according to related teaching tasks in teacher professional analysis * Determining the structure for each component competency: The thesis describes in detail knowledge and skills Attitude will be specifically described in case there are concerns about this element * Determining the level of each component competency: 1-None, 2Basic, 3- Average; 4- High; - Very high 1.3 The theories of developing information technology competence in teaching for teacher students at universities 1.3.1 The concept of developing information technology competence in teaching for teacher students Developing IT competence in teaching for teacher students is a process of forming and improving the IT competencies in teaching for teacher students to implement teaching activities effectively according to the defined objectives This process has the following features: (1) Developing IT competence in teaching for teacher students to implement competence – oriented education; (2) Developing IT competence in teaching for teacher students through teacher education curricula; (3) Improving IT competence in teaching for teacher students includes two activities: development and self-development; (4) Developing IT competence in teaching for teacher students is carried out in the IT application environment; (5) Developing IT competence in teaching for teacher students is affected by social environment 1.3.2 The need to develop IT competence in teaching for teacher students at universities Developing IT competence in teaching for teacher students is unarguably necessary due to these following reasons: (1) IT competence is a fundamental, necessary competence in the 21st century; (2) IT competence is a component of the pedagogical competence system; (3) Orientation of Vietnam's education innovation; (4) The current status of developing IT competence in teaching for teacher students at Vietnamese universities 12 Table 2.4 Realites of teacher students' IT competence in teaching Competencies ̅ Level 𝑿 Rank Teacher students' IT competence in teaching 2.80 Average Comp.1 - IT understanding competency Comp.2 - Competency to use IT in curricula and textbook analysis Comp.3 - Methodology competency Comp.4 - Competency to use IT equipment and software in teaching Comp.5 - Competency to design lesson plans with IT support 2.79 Average 2.89 Average 2.86 Average 2.97 Average 2.94 Average Comp.6 - Competency to perform lesson plans using IT 2.85 Average Comp.7 - Competency to use IT in classroom organization and management 2.70 Average Comp.8 - Competency to use IT in assessing students' progress and learning outcomes 2.52 10 Basic Comp.9 - Competency to use IT in building, managing and exploiting teaching records 2.59 Basic Comp 10 - Professional training competency 2.90 Average In order to understand the current status of teacher students' IT competence in teaching more deeply, the author interviewed some managers, lecturers, students and observed some of the students’ teaching practice sessions The results from both the interview and the observation highly correspond to the ones derived from the questionnaire 2.2.3 The realities of developing IT competence in teaching for teacher students 2.2.3.1 Students' IT usage (Table 2.10 - 2.12) 2.2.3.2 Lecturers' IT competence (Table 2.13) 2.2.3.3 Awareness of the need for developing IT competence in teaching for teacher students (Table 2.14 and Figure 2.4); 2.2.3.4 Condition of facilities (Table 2.15) 2.2.3.5 Implementation of developing IT competence in teaching for teacher students The general assessment on developing IT competence in teaching for teacher students is that two universities achieved a good level and universities achieved an average level 13 Table 2.21 The implementation level of developing IT competence Group Group Rank Level ̅ ̅ 𝑿 𝑿 Rank Level Danang 3.69 QG 2.93 Ave Hue 3.57 QG 2.87 Ave Quynhon 3.80 QG 3.04 Ave P.V Dong 3.83 QG 3.13 Ave Phuyen 3.77 QG 2.98 Ave Universities Group ̅ 𝑿 Rank Level 3.41 QG 3.19 Ave 3.28 Ave 3.51 QG 3.10 Ave ̅ 𝑿 3.55 3.27 3.30 3.46 3.06 Total Rank Level 3 QG Ave Ave QG Ave 2.2.3.6 Paths of developing IT competence in teaching for teacher students The results of the survey in Table 2.23 show that the pathways have been evaluated at an efficient level Table 2.22 Current status of paths for developing IT competence Group Paths ̅ 𝑿 Group Rank Level ̅ 𝑿 Rank Level Group ̅ 𝑿 Total Rank Level ̅ 𝑿 Rank Level Effi 3.23 Effi Effi 3.26 Effi Effi 3.33 Effi Effi 3.21 Effi In order to deeply investigate the current status of developing teacher students’ IT competence in teaching, the author also interviewed some managers, lecturers and students 2.2.4 The realities of factors affecting the efficiency of developing IT competence in teaching for teacher students 2.2.4.1 Realities of subjective factors: The two factors " Lecturers IT' competence " and " Lecturers' teaching methods" had significant effects The remaining factors had some effects 2.2.4.2 Realities of objective factors: Four out of six factors had significant effects Two others "Demand for innovation in education in Vietnam" and "Teacher training programs" had some effects 2.3 General assessment of the current status of developing IT competence in teaching for teacher students 2.3.1 Achievements and their causes: Achievements: (1) Universities has especially focused on developing IT competence in teaching for teacher students; (2) The level of teacher students' IT competence in teaching increases proportionally to the studying time at Path1 Path2 Path3 Path4 3.50 3.52 3.58 3.36 QE QE QE QE 3.40 3.42 3.46 3.37 Effi 3.18 QE QE 3.21 3.29 Effi 3.16 14 universities; (3) Teacher students’ component competencies have been equally developed Causes: (1) Proper awareness of managers, lecturers and teacher students about developing IT competence in teaching for teacher student; (2) The lecturers' IT competence is relatively sufficient to ensure the development of IT competence in teaching for teacher students; (3) The students’ effort to enhance their own IT competence; (4) The pathways of developing IT competence in teaching for teacher students are synchronous and effective; (5) The universities’ IT infrastructure is either well-built or partially sufficient; (6) The development of science and technology, and IT application in high schools have become both conditions and motivations for developing IT competence in teaching for the teacher students 2.3.2 Limitations and their causes - These following limitations should be overcome: Firstly, in the process of studying at universities, teacher students' IT competence in teaching has been increased but has not yet reached the expected level Secondly, the development of IT competence mainly focuses on teaching IT as a mere subject of the curriculum Thirdly, managers, teachers and students have not shown sufficient attention to the development of IT competence in teaching - Causes: Universities have not yet built and completed the framework of IT competence in teaching for teacher students; The lecturers' IT competence is limited; The teaching process has not clearly defined the orientation of developing students’ professional competencies, including IT competence in teaching; IT infrastructure in some universities is not modern enough 15 CONCLUSION FOR CHAPTER In chapter 2, the thesis surveyed, analyzed and evaluated the current status of developing IT competence in teaching for teacher students at five universities in the Central of Vietnam through a survey of 3300 participants, including managers, teachers and students of five teacher training programs The author chose questionnaires as the main method of survey, along with other methods such as interviews, observation The content of the survey is adequate, consistent with the theoretical framework built in Chapter 1, including: (1) The realities of IT competence in teaching of teacher students at universities; (2) The realities of developing IT competence in teaching for teacher students at universities; (3) The realities of factors affecting the efficiency of developing IT competence in teaching for teacher students The results of the survey were scientifically processed by the author with high objectivity and reliability Teacher students’ IT competence in teaching is at average level There are components out of 10 competencies are at average level, the remaining are at basic level While training at universities, teacher students’ IT competence has developed but has not yet reached the expected level Two of five selected universities reach the good level of developing IT competencies in teaching for students; the remainings stay at average level The pathways to develop IT competencies in teaching for students in universities are all evaluated as effective Subjective and objective factors are evaluated as moderately and highly influential The two most influential subjective are teachers’ IT competence and teaching methods The analysis and evaluation of the survey results in this chapter, along with the theoretical study in Chapter 1, are the basis for building a system of measures for developing IT competence in teaching for teacher students at universities, that will be later presented in Chapter 16 Chapter THE MEASURES FOR DEVELOPING INFORMATION TECHNOLOGY COMPETENCE IN TEACHING FOR TEACHER STUDENTS AT UNIVERISTIES 3.1 The principles for proposing the measures for developing Information Technology competence in teaching for teacher students at universities Including: The principle of pedagogy; The principle of science and technology; Guaranteeing the teacher professional standards and basic IT skill standards; Guaranteeing the interdisciplinarity; Guaranteeing the systematic and synchronous qualities; Guaranteeing the heritance and development; Guaranteeing modernity, openness and availability 3.2 The measures for developing Information Technology competence in teaching for teacher students at universities 3.2.1 Measure 1: Particularizing the framework of IT competence in teaching for teacher students 3.2.1.1 Objectives of the measure: To particularize the framework of IT competence as the basis for the universities to design their training curricula, for teachers and students to implement teaching and learning, as well as developing IT competence in teaching for teacher students 3.2.1.2 Content of the measure: The core content of the measure is to identify IT component competencies with detailed description of knowledge, skills and attitudes in each level 3.2.1.3 Method of the measure: (1) Identifying the bases for building the framework of IT competence; (2) Identifying IT component competence system; (3) Consulting on the system ; (4) Completing the system; (5) Testing IT framework; (6) Assessing and adjusting the IT competence framework 3.2.2 Measure 2: Building and organizing the teaching process oriented toward developing IT competence in teaching for teacher students 3.2.2.1 Objective of the measure: Building and organizing the teaching process for teaching subjects to help teacher students form and improve their IT competence in teaching 3.2.2.2 Content of the measure: Designing a syllabus in detail, designing teaching plans, conducting designed teaching plans, assessing and evaluating the teacher students’ learning outcomes 3.2.2.3 Method of the measure: A lecturer or lecturer group is assigned to 17 design the syllabus detailed in the diagram 3.1 Lecturers directly design and conduct lesson plans It is necessary to coordinate the main role of lecturers and the initiative of students in teaching to develop IT competence 3.2.3 Measure 3: Consulting, supporting teacher students to self-study and self-foster IT competence in teaching 3.2.3.1 Objectives of the measure: Providing consultancies and supports for teacher students to self-improve IT competence in teaching; developing their selfstudy abilities so that they have competence to study regularly throughout life 3.2.3.2 Content of the measure: Guiding teacher students to plan for developing teaching competence; Developing self-study materials, improving IT competence in teaching for teacher students; Valuating IT competence in teaching through self- study and self-foster of teacher students 3.2.3.3 Method of the measure: In order to carry out this task, it is necessary to coordinate between lecturers teaching IT, lecturers in specialized fields and the IT experts in planning for developing teacher students’ teaching competence and IT competence in teaching; compiling self-study materials; digitizing materials and build self-study software for teacher students 3.2.4 Measure 4: Coordinating teaching activities of teaching methods and information technology modules with teacher students’ professional practice activities in high schools 3.2.4.1 Objectives of the measure: To coordinate teaching activities with professional practice activities in high schools to simultaneously verify and improve the IT competence in teaching of teacher students which has been formed and enhanced in the process of studying at universities 3.2.4.2 Content of the measure: Increasing the proportion of teacher students’ professional practice in high schools in the training programs; Combining lecturers on teaching method and IT application in teaching at universities with the practice of teacher students at high schools to enhance the efficiency of developing IT competence in teaching for teacher students 3.2.4.3 Method of the measure: Designing regular professional training programs for teacher students aiming at gradually moving the practice environment from universities to high schools Teacher students experience real classroom environment in order to practice integrating IT in teaching Lecturers cooperate with teachers in high schools in the process of guiding their students about lesson 18 plan design and performance, as well as building criteria for assessing teacher student competencies 3.2.5 Measure 5: Modernizing IT infrastructure and establishing an environment for IT application in teaching for teacher students 3.2.5.1 Objective of the measure: Modernizing the IT facilities and establishing an environment for IT application in teaching to ensure the activities of improving IT competence in teaching for teacher students 3.2.5.2 Content of the measure: Modernizing IT infrastructure; Building a shared data system; Organizing and diversifying IT application environment 3.2.5.3 Method of the measure: Planning for investment in modern IT infrastructure; Regularly checking lecturers and teacher students’ IT usage; Building a shared data system for teacher students to study and professional practice; Organizing extra-curricular activities for teacher students to practice their teaching and foster their IT competence in teaching 3.2.6 Measure 6: Assessing the development of IT competence in teaching for teacher students 3.2.6.1 Objectives of the measure: Identifying the actual situation of teacher students’ IT competence in teaching in order to adjust the process of developing IT competence in teaching for teacher students 3.2.6.2 Content of the measure: Comparing the teacher students’ IT competence in teaching in the IT competence development process with the proposed IT framework; Providing information to teacher students’ and teachers so that they can understand about teacher students’ IT competence in teaching; Making conclusive judgments about the current status and causes, the appropriate directions for developing IT competence in teaching for teacher students 3.2.6.3 Method of the measure: Defining appropriate objectives, tasks, methods and forms of evaluation according to the competence-based assessment perspective 3.2.7 Conditions for implementing the measures Including: Financial resources; Educational theories; Awareness and competence of lecturers; Awareness and psychology of teacher students 3.2.8 Relationship between the measures Each measure has a certain important role but is not completely independent and separated The measures have dialectical relations, interacting mutually to create a unified system 19 3.3 Testing proposed measures 3.3.1 Purpose, content and method of testing - Purpose of the test: to confirm the necessity and feasibility of the proposed measures to develop IT competence in teaching for teacher students - Content of the test: The thesis tested all measures in the system - Method of the test: Through questionnaire and discussion with experts 3.3.2 Testing results Results from the questionnaire and experts agreed that the measures were quite necessary and feasible Between the necessary and feasible level of each measure has a high linear correlation (see Annex 9) 3.4 Experimenting some of the proposed measures to develop IT competence in teaching for teacher students 3.4.1 Purposes and tasks 3.4.1.1 Purpose: Experimenting the applicability of the measures and verify the scientific hypothesis 3.4.1.2 Tasks: Through experiment, evaluating the quality of training students in the field of developing IT competence in teaching for teacher students, drawing conclusions about the feasibility and effectiveness of the measures 3.4.2 Experimental procedure 3.4.2.1 Selecting the experimental content: measures: 1, and 3.4.2.2 Experimental planning: Experimental at Phu Yen University from October 2016 to May 2018 Experimental method: document study, workshops and consultations, experimental teaching 3.4.2.3 Selecting the experimental subjects: including some managers, lecturers and English teacher students divided into groups: - Group 1: 20 students take part in “Apply IT in teaching English” according to competence – oriented teaching process; Group 2: 20 students, participating in “Apply IT in teaching English” class according to normal teaching process; and Group includes 21 non- participating students 3.4.2.4 Experimental process: Following the experimental plan 3.4.3 Experimental results 3.4.3.1 Teacher students’ IT competence in teaching after experiment Teacher students’ IT competence in both Groups and was better than before experiment However, the level of increase of Group was higher than that of Group 20 3.4.3.2 Study results of “Apply IT in teaching English” class Grades was above 7.3 and the average of Group was higher than of Group 3.4.3.3 Results of teaching practice: Group was highest, Group was lowest 3.4.3.4 Comparing the prior and experimental results of each group The Paired-Samples Test showed that the correlation between IT competence and Study results was better for post-experiment teaching and that of Group than that of Group One-Way ANOVA analysis showed that the teaching practice result of Group1 was the best and that of Group is the lowest 3.4.4 Assessing the experimental results Experimental results are very objective and reliable The measures are feasible and effective CONCLUSION FOR CHAPTER Based on the theoretical and practical research on developing IT competence in teaching for teacher students at universities presented in Chapters and 2, in Chapter 3, the thesis proposed the measures for developing IT competence in teaching for teacher students at universities, including: Measure 1: Particularizing the framework of IT competence in teaching for teacher students; Measure 2: Building and organizing the teaching process oriented toward developing IT competence in teaching for teacher students; Measure 3: Consulting, supporting teacher students to self-study and self-foster IT competence in teaching; Measure 4: Coordinating teaching activities of teaching methods and information technology modules with teacher students’ professional practice activities in high schools; Measure 5: Modernizing IT infrastructure and establishing an environment for IT application in teaching for teacher students; Measure 6: Assessing the development of IT competence in teaching for teacher students The system of measures was built on the principles of objectivity, scientificity, pedagogy, modernity, synchronicity and availability Each measure was described in detail about its objective, content and implementation Simultaneously, the author analyzed the role of each measure, conditions for implementing and the dialectical relationship between the measures in the system The author has conducted the testing of proposed measures through the questionnaires for managers, lecturers and consultation with some experts The results of the test showed the similarity of participants’ viewpoints relating to the 21 proposed measures: All measures are quite necessary and feasible Based on this unified assessment, the high reliability of the proposed measure system has been confirmed To confirm the testing results, the author selected three measures (1, and 6) for the experimental study at Phu Yen University Experimental results have been thoroughly and scientifically processed by the author, demonstrating the effectiveness of the IT competence-oriented teaching process in teacher training at universities Experimental results of among proposed measures showed objectivity and high reliability, that confirmed the feasibility and effectiveness of the measure system to develop IT competence in teaching for teacher students at universities proposed by the author in Chapter CONCLUSION AND RECOMMENDATIONS Conclusion 1.1 Regarding the theoretical reasoning The thesis has built the theoretical foundation for developing IT competence in teaching for teacher students at universities IT competence is a complex structure which includes an individual's knowledge, skills and attitude of IT integration to effectively perform a task in a defined situation The general IT competence system consists of eight component competencies The general IT competence framework is a threedimensional coordinate system including component system, structure and level of IT competence Developing IT competence in teaching for teacher students is a process of forming and improving the IT competencies in teaching for teacher students to implement teaching activities effectively according to the previously defined objectives The IT component competencies to be developed for teacher students includes: (1) IT understanding competency; (2) Competency to use IT in curricula and textbook analysis; (3) Methodology competency; (4) Competency to use IT equipment and software in teaching; (5) Competency to design lesson plans with IT support; (6) Competency to perform lesson plans using IT; (7) Competency to use IT in classroom organization and management; (8) Competency to use IT in assessing students' progress and learning outcomes; (9) Competency to use IT in building, managing and exploiting teaching records; and (10) Professional training competency 22 Developing IT competence in teaching for teacher students can be accomplished in many different ways, among which the main paths include: (1) Through the teaching activities of the teachers; (2) Through self-study, self-training of students; (3) Through pedagogy practice; (4) Through extracurricular activities Developing IT competence in teaching for teacher students depends on many factors related to the subject of this process, such as teacher students' awareness of developing IT competence in teaching, teacher students' eagerness and proactivity, learning methods of teacher students, managers and lecturers' awareness of developing IT competence in teaching for teacher students, lecturers' IT competence, and lecturers' teaching method In addition, the process is also affected by numerous objective factors, such as requirements of education renovation in Vietnam, teacher training programs, universities’ infrastructure and facilities, IT development policy of the universities, IT application in schools, and the development of science and technology These theoretical successes serve as a basis for studying the realities and forming the measures for developing IT competence in teaching for teacher students at universities 1.2 Regarding the practice The Thesis has conducted a survey on the current realities of developing IT competence in teaching for teacher students at universities Research results show that: - Teacher students' IT competence in teaching has been enhanced proportional to the length of time they have spent in universities IT competence in teaching of first-year students is only at the basic level, medium level for second-year students, and continues to increase in the 3rd and 4th year - IT competence in teaching for teacher students is generally rated as average In the total of 10 components, there are competencies performed at average level The two remainings at basic level are Comp.8 - Competency to use IT in assessing students' progress and learning outcomes and Comp.9 Competency to use IT in building, managing and exploiting teaching records This result is perfectly reasonable as teacher students only approach the assessment of pupil results and the management of teaching records theoretically, not in practice 23 All the pathways of developing IT competence in teaching for teacher students at universities are evaluated as effective The most effective is particularly through pedagogical training; following by self-study and selftraining of students Extracurricular activities prove to be least effective There are many factors which influence the effectivity of developing IT competence in teaching for teacher students In terms of subjective factors, IT competence and teaching methods of teachers are thought to be the two most influential factors This confirms the important role of teachers in developing IT competence in teaching for teacher students In addition, the infrastructure and facilities and the development of science and technology are the two greatest effects among objective ones Based on theoretical and practical research, the thesis proposes a system of six measures to develop IT competence in teaching for teacher students at universities The testing results show that all the measures are both necessary and feasible In order to effectively develop IT competence in teaching for teacher students, synchronous and flexible utilization of all the measures is required Once again to prove the usability of the proposed measures, the thesis has experimented out of measures Experimental results show that there is a positive change in all the criteria identified in the thesis These are statistically significant, confirming the experiment’s reliability and validity as well as its value of practical implementation This experimental result allows us to generalize and conclude that the proposed measures system can be implemented practically in order to improve the current development of IT competence in teaching for teacher students at universities The results mentioned above show that research tasks have been resolved at the requisite level, scientific hypothesis has been proven and research purposes have been achieved Recommendations 2.1 To the Ministry of Education and Training To facilitate the development of IT competence in teaching for teacher students at universities, the Ministry of Education and Training should establish a national IT competence framework for teachers and simultaneously instruct the competence-oriented process Furthermore, teachers should be continuously trained so that their IT performance can satisfy the requirements of the new general education program 24 2.2 To universities Universities should study and apply the proposed measure system The thesis emphasizes the following recommendations: - The development of IT competence in teaching for teacher students should be considered in the setting of the upcoming application of new general education program, Vietnamese education renovation and the Industrial Revolution 4.0 - The measures to develop IT competence in teaching for teacher students should be actualized coordinately, frequently and suitably to the current conditions of the universities - As well as developing IT competence in teaching for teacher students, attention should be paid to the training and improvement of lecturers’ IT competence 2.3 To lecturers Lecturers should be fully aware of the importance of developing IT competence in teaching for their students as well as the need to improve their own IT competence Lecturers teaching IT modules should focus on forming and developing basic IT skills in teaching for teacher students Teachers of specialized modules actively implement IT in teaching, contributing to the development of IT competence in teaching for teacher students Lecturers in charge of the modules on IT application in teaching, methods of teaching specialized subjects and regular professional training are required to clearly understand the process of IT competence-oriented teaching Meanwhile, modules should be organized to prioritize students’ professional activities in high schools Teachers should coordinate with high school teachers to advice and instruct students in IT integration in teaching 2.4 To teacher students Teacher students are bound to understand that IT competence in teaching is essential and necessary for their professional activities in the Industry 4.0 era It must be well-formed and developed while being students, further improved with their own teaching activities in the future Teacher students should be proactive in developing their own IT competence in teaching through different pathways, combining classroom learning with self-study, self-fostering, professional training at universities and high schools PUBLICATIONS RELATED TO THE THESIS Tran Van Chuong, Le Thi Kim Loan (2014), Promoting the effectiveness of ICT application in the management tasks at a local university, Magazine of Education Equipment, Special Volume (July 2014), pp 137-139,150 Tran Van Chuong, Le Thi Kim Loan (2015), Orientations for developing learners’ competences in credit-based training at the local universities in Vietnam, Journal of Education Management, Special Volume, April 2015 (International Conference – Education Management Institute), tr 126-131 Tran Van Chuong, Le Thi Kim Loan (2015), Developing ICT competence for the students of education satisfying the requirements of renovating general education, Science Journal of Phu Yen University, 9(2015), pp 1-8 Nguyen Huy Vi, Le Thi Kim Loan (2016), “Enhancing the pedagogical competence for teaching pedagogical staff - A key solution to improve the quality of teacher training at Phu Yen University ", Proceedings of the International Conference on Developing competence for teachers and educational managers: Trends in Vietnam and the world, Education Management Institute, pp 718-732 Le Thi Kim Loan (2017), “Developing ICT competence in teaching for pedagogical students”, Journal of Education and Society, , 75(136), pp 57-60 Lê Thị Kim Loan (2017), “Developing ICT competence in teaching for teacher students at Phu Yen University”, Journal of Education, Special Volume, May 2017, pp 62-64 Le Thi Kim Loan (2017), “Trends in developing information and communication technology (ICT) competencies for pre-service teachers”, HNUE Journal of Science, 62(6), pp 67-73 Le Thi Kim Loan (2017), “Developing ICT Competencies For Pre-Service teachers – An Interest in Teacher Education in the 21st Century”, International Conference Proceedings: New Approaches to Teaching and Learning in Higher Education, Phu Yen University, pp 134-139 Nguyen Thị Tinh, Le Thị Kim Loan (2017), “Trends in teaching ICT in teacher education”, International Conference Proceedings: New Approaches to Teaching and Learning in Higher Education , Phu Yen University, pp 148-153 10 Tran Van Chuong, Le Thi Kim Loan (2018), “Orientation and solution for developing professional competence for the teachers to meet the requirements of the new general education program", Proceedings of the National Scientific Conference: "Renovation of training and fostering to meet the new general education curriculum, professional standards and labor demand in localities", Vietnam National University Press, Hanoi, pp 295-301 11 Le Thi Kim Loan (2018), “The theorical framework for developing ICT competence in teaching for pedagogical students”, HNUE Journal of Science, ,63(12), pp 147-155 ... skills and attitude 1.2.1.2 Information technology * Concept of IT: A collection of modern scientific and technological methods, tools and means for producing, transmitting, collecting, processing,... attitude of IT integration to effectively perform a task in a defined situation * IT competence system: Based on the concept of competence and IT competence in the context of 21st century setting,... teaching; (4) Must be suitable for the teacher students' psychological characteristics; Inheriting the teacher students' IT skills achieved at high school; (5) Ensure the goal of forming and improving