ICT in Teacher Education in an Emerging Developing Country: Vietnam's Baseline Situation at the Start of "The Year of ICT"

Autor/inn/en	Peeraer, Jef; Van Petegem, Peter
Titel	ICT in Teacher Education in an Emerging Developing Country: Vietnam's Baseline Situation at the Start of "The Year of ICT"
Quelle	In: Computers & Education, 56 (2011) 4, S.974-982 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2010.11.015
Schlagwörter	Teacher Education; Constructivism (Learning); Multiple Regression Analysis; Information Technology; Educational Change; Foreign Countries; Teacher Educators; Teaching Methods; Developing Nations; Teachers; Academic Achievement; Computers; Questionnaires; Vietnam + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Informationstechnologie; Bildungsreform; Ausland; Teacher education; Education; Teaching method; Lehrmethode; Unterrichtsmethode; Developing country; Developing countries; Entwicklungsland; Lehrer; Lehrerin; Lehrende; Schulleistung; Digitalrechner; Fragebogen
Abstract	In many developing countries, integration of ICT is a key component of an educational reform agenda. These countries can draw on a tradition of research in the developed world on factors determining integration of ICT in education. In this tradition, this study investigates the current situation of ICT integration in teacher education in Vietnam, an emerging developing country at the beginning of integrating ICT in education. 783 educators of five Vietnamese teacher education institutions completed a questionnaire. This analysis illuminates teacher educators' access to ICT, their intensity of use, their related skills, and their confidence in using ICT, as well as their conceptions of learning. Exploratory multiple regression analysis addresses the importance of these different factors at the level of the educator for use of ICT in teaching practice. Even though teacher educators adhere to a constructivist approach to student learning, the use of ICT applications in teaching practice remains limited, mostly replacing traditional teaching practices. The factors currently determining the use of ICT in teaching practice are ICT skills ([beta] = 0.522) and computer confidence ([beta] = 0.158). Suggestions are provided for the country to move beyond an access and skills based approach of integration of ICT in education and for emerging developing countries to cease the promise of ICT for education. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10