An investigation of ICT policy implementation in an EFL teacher education program in Vietnam
Background
Statement of the Problem
Gap in the Literature and Purpose of the Study
Significance of the Study
Research Questions
Outline of the Thesis
Geographic, Political and Socio-economic Status of Vietnam
Vietnamese Education System
EFL Education in Vietnam
Historical Context: Foreign Influence
Influence of Traditional Pedagogy on English Teaching
Traditional Role of the Teacher
Traditional Role of Textbooks
Traditional Role of Examinations
English Language Teaching in Vietnam
Communicative Language Teaching in Vietnam
The Government’s Role in Promoting ICT
Teacher Education and ICT Preparation for Pre-service Teachers
Summary
ICT in Language Education
Definition of ICT and ICT Integration in Education
ICT Integration in Language Education
Benefits and Challenges of ICT Integration in Language Education
Theoretical Background
Factors Influencing ICT Implementation
Conceptual Framework
Chapter Summary
Scope of the Research
Research Paradigm
Research Design
Research Setting and Participants
Gaining Access to the Research Setting
The Data Collection Process
Policy Documents
Questionnaires
Interviews
Type of Interviews
The Interview Process
Data Analysis Process
Combining the Quantitative and Qualitative Data
Summary
Participants’ Perspectives of ICT in National EFL Reform
Perceptions of Institutional ICT Policy
Technological Infrastructure Development
Professional Development
Technical Support
Pedagogical Change, Curriculum Development and Assessment Reform
Summary
Perceptions of ICT Usefulness
Perceptions of ICT Confidence
Relationship between Participants’ Demographics and TPACK Components
Pre-service Teachers’ and Lecturers’ ICT Practices
Personal ICT Tools
Access to University ICT Facilities
Types and Purpose of ICT Use in EFL Teaching and Learning
Table 6.3 ICT Use in Teaching Outline
Table 6.4 ICT Use at Home
Table 6.5 ICT Use at the University
Table 6.6 ICT Use at High School
Experience of ICT Integration into EFL Teacher Education
Chapter Summary
The Role of Government and MOET
University Level
Leadership
ICT Infrastructure Development, Maintenance and Support
ICT Training for Pre-Service Teachers and Lecturers
Pedagogical, Curricular and Assessment Reform
Teacher Level
ICT Perceptions
ICT Practice
Chapter Summary
Summary of Key Research Findings
Implications
Limitations of the Research
Recommendations for Future Research
Conclusion
Appendix A Information Letters and Consent Forms for Managers, Lecturers and Pre-Service Teachers
Appendix B Questionnaire for Lecturers and Pre-Service Teachers
Appendix C Interview Protocol for Managers, Lecturers and Pre-Service Teachers
APPENDIX D Descriptive Results of TPACK Usefulness and Confidence for Lecturers and Pre-Service Teachers
Appendix E
Relationship between Demographics and TPACK Components for Lecturers and Pre-Service Teachers
Appendix F Main Contents and Time Allocation for Basic ICT Course