AN EVALUATION OF THE USE OF SMARTBOARD TECHNOLOGY IN TEACHING AT HORIZON INTERNATIONAL BILINGUAL SCHOOL IN HANOI VIETNAM

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
****************************
JACOB MICHAEL ADAMS
AN EVALUATION OF THE USE OF SMARTBOARD TECHNOLOGY
IN TEACHING AT HORIZON INTERNATIONAL BILINGUAL
SCHOOL IN HANOI, VIETNAM (2013-2014)
Đánh giá việc sử dụng bảng thông minh trong đánh giảng dạy ở Trường
song ngữ quốc tế Horizon Hà Nội.
M.A. MINOR PROGRAM THESIS
Field : English Teaching Methodology
Code : 60140111

HANOI, 2015
VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
****************************
JACOB MICHAEL ADAMS
AN EVALUATION OF THE USE OF SMARTBOARD TECHNOLOGY
IN TEACHING AT HORIZON INTERNATIONAL BILINGUAL
SCHOOL IN HANOI, VIETNAM (2013-2014)
Đánh giá việc sử dụng bảng thông minh trong đánh giảng dạy ở Trường
song ngữ quốc tế Horizon Hà Nội.
M.A. MINOR PROGRAM THESIS
Field : English Teaching Methodology
Code : 60140111
SUPERVISOR : Dr. Đỗ Tuấn Minh , P.H.D
HANOI, 2015
DECLARATION

This thesis is a compilation of my original research work. Every effort
was made to clearly indicate the contributing individuals, with specific
reference to the literary review. This thesis was completed under the guidance
of my supervisor, Dr. Đỗ Tuấn Minh, P. H. D. at the University of Languages
and International Studies, VNU.
Student's Name
Jacob Michael Adams
In my capacity as supervisor of this candidate's thesis, I certify that the
above statements are true to the best of my knowledge.
Supervisor
Đỗ Tuấn Minh, P. H. D.
Date: Hanoi, 2015
i
COMMITMENTS:
I entrust that the contents of this thesis be used for the benefit of the use
of SmartBoard technology in teaching students at Horizon International
Bilingual School, Hanoi, Vietnam….now and in the future.
ii
ACKNOWLEDGEMENTS:
I would like to thank all of the teachers and students who taught for and
attended Horizon International Bilingual School (H.I.B.S.) in Hanoi, Vietnam,
for their participation allowing me to conduct this thesis in a professional
manner. I would like to thank all of the teachers and students who answered
questions to the surveys honestly, thus allowing for high quality results in
advancing this research that I have begun.
I would also like to thank former Principal Abdil Karakoc, whom
without his support; this project could not have been possible. I would like to
further thank Nguyen Thanh Thuy for translating documents that needed to be
phrased into the Vietnamese language for my studies, including the abstract.
iii

ABSTRACT
This research thesis is an evaluation of how SmartBoard technology was
used at Horizon International Bilingual School (H.I.B.S.), in Hanoi, Vietnam
during the 2013-2014 academic year. H.I.B.S. has classrooms equipped with
the latest in technological learning devices, such as the SmartBoard. This
thesis will show how this technology is viewed and used by students and
teachers alike at H.I.B.S. I used anonymous surveys to collect qualitative
data results, and respectively used qualitative analysis to show how this
technology was used and viewed by individuals who taught for and attended
H.I.B.S. during the 2013-2014 academic year. The main point of this thesis is
to improve the use of modern technology in teaching, especially in the use of
the SmartBoard, at H.I.B.S. in the following years to come.
KEYWORDS: (SmartBoard, H.I.B.S., education, technology, teachers,
students)
iv
TABLE OF
CONTENTS

ABSTRACT iv
v
PART A. INTRODUCTION
The innovative practice that H.I.B.S. has chosen to aid in the advancing of
the educational process for the students at Horizon International Bilingual School
(H.I.B.S.) with their education in ESL, and other subjects, is the incorporation of
the use of the school’s SmartBoards in the daily lessons to help stimulate the minds
of the students in all grades at H.I.B.S. White-boards have been our traditional
method of transposing classroom language, and have helped greatly in giving visual
aids in the classroom. Today’s classroom technology keeps growing and growing.
Now, many schools throughout the world, including H.I.B.S., are using SmartBoard
technology. SmartBoard technology uses a touch-screen interface through the use

of a projector, all finally being operated by a computer, which is in turn operated by
the teacher.
The first SmartBoard broke into the educational market in 1991, and has
continued to develop its technology into the model that arrived on the market in
2003. These interactive whiteboards are available from a growing number of
companies and are becoming very popular with both teachers and students. They
offer a situation where the students can be in control of learning while the teacher
plays the role of the mediator in case of confusion. These SmartBoards combine the
use of words, pictures, sound and video in a way that the students can interact with
the lesson itself. A teacher can use materials provided by the educational company
that they purchase their books from, find materials and lesson plans online, or make
their own SmartBoard lessons utilizing one of many computer programs that have
been developed for the use of this technology.
The location will be at H.I.B.S. Hanoi, Vietnam campus to secondary and
high school students. The context will be used in the ESL classroom setting using
supplementary programs provided with the ESL textbooks for the 2013-2014
academic year, plus the use of any additional resources that the individual teacher
chose to use. H.I.B.S.’ secondary and high school has been using Oxford ‘Aim
1
High’ ESL Books (student book, workbook, teacher’s book, iTools interactive
SmartBoard program, as well as the student’s DVD ROM), levels 1 through 5.
H.I.B.S. intends its teachers to utilize all of these materials in class to help bridge
the gap between theory and practice.
1. Rationale
My rationale for incorporating the use of the SmartBoards in H.I.B.S. is
mainly for the fact that H.I.B.S. has SmartBoards in almost all of the classrooms,
but as a teacher, I don’t know how other teachers and students feel about this
technology and its use. I want to take a closer look at the use of SmartBoard
technology used at Horizon International Bilingual School, Hanoi. The only
classroom without a SmartBoard was 12

th
grade’s classroom, which is getting it
installed in the immediate future, and now has been installed since I first began
researching this project. In years past, H.I.B.S. has had SmartBoards, however not
many teachers used them because of lack of knowledge or lack of good software. I
have observed this myself through theory and in practice, while teaching for this
school since the beginning of the 2011 academic year. This year H.I.B.S. has aimed
to train the teachers on the use of SmartBoards, although the training was only part
of two mornings, and has supplied the teachers with program materials to be used
on the SmartBoards. H.I.B.S. hopes that all teachers now have the necessary skills
needed to make use of the SmartBoards. H.I.B.S. has resources from the publishing
company that they have purchased their educational books from. H.I.B.S. also has
attempted to train its teachers on how to create simple SmartBoard lessons.
I tried to incorporate the use of the SmartBoard more into the lessons that I
prepared for teaching to high school students in Horizon International Bilingual
School, although I’m not sure if I feel that I have been trained enough. I do not
know how other teachers feel about using the SmartBoard. This thesis will show
the teachers and students’ views of the use of SmartBoard technology in teaching at
2
H.I.B.S. during the 2013-2014 academic year and show suggestions to improve its
use, based on my observations and data gathered and analysis.
2. Purpose:
The students that I taught while teaching for H.I.B.S. were at many different
levels of English competence. In some of the classrooms that I taught, the student
body consisted of learners from several different countries, who could not fully
express themselves in the English language as of thus far. Therefore, in a situation
such as this, some communication barriers are put up between some students who
really want to talk with each other, but cannot. I have personally seen that when the
students use a SmartBoard, they are more interactive with learning and cooperating
with each other and looking at each other with expressions that can be understood

without the use of too much formal spoken communication. However over my
years of teaching at H.I.B.S. (three academic years from 2011-2014), I have been
wondering about the effectiveness of the utilization of this technology in teaching at
H.I.B.S., considering many issues that I have seen during these years.
In a localized context-sensitive approach, it will be with the use of Oxford
iTools programs, for secondary and high school students, which are supplied to the
teachers at H.I.B.S.; therefore the subject matter presented in the textbooks will be
reproduced to give the students an extra advantage on memory retention. The
information covered in the student’s book and workbook will be presented in a third
way in the use of audio-visual interactive programs. The same information will be
presented, but in a more interactive way to promote the retention of the topics or
points learned.
In the beginning this was my thought: Practicality, or the way in which
teachers could intend to overthrow the unequal power relationship between theory
and practice, may be seen by the students being more active in class and using what
they’ve learned proudly in front of members of their peer group. This would mean
3
that the students would learn the theory and then work with the subject matter more
in their workbook, and after completing these two tasks, the students may be more
willing and able to show their knowledge gained through interactive programs that
can reinforce the learning that has been presented. In theory, the students would
have more time to practice with interactive lessons involving native speakers.
According to Kumaravadivelu’s possibility principle, the incorporations of
SmartBoards in the classroom will show social transformation because of the daily
use of high technology in the students’ lives. The identity formation of the students
is being altered by today’s modern lifestyle, which we can see in our everyday lives.
These include the use of the personal computer, iPod, iPad, smartphones, electronic
translators, and many more items that students of today encounter in their everyday
lives. This technology can also teach culture as well, because most ESL learning
involved learning about aspects of culture along with learning the language itself.

SmartBoard technology can be a big asset to the teaching of English as a
second/foreign language today and in the future. Teachers must be able to
understand these technologies so that they can teach with their use within a
classroom. Students in today’s modern classrooms are rapidly adjusting to the
newest of technologies used in the teaching of English and other subjects. All
people involved with education should be informed about the use of SmartBoards
and how they can be used as a great learning tool in fostering the acquisition of a
new language or new subject material.
In this research project I will involve students and teachers at Horizon
International Bilingual School, Hanoi, Vietnam, during the 2013-2014 academic
year. I believe that students can be able to have a better understanding of each other
and each other’s cultures through the use of SmartBoard technology, while at the
same time increasing their knowledge of the English language, and other subjects,
while becoming more engaged with their learning and social processes as the grow
from adolescents into the young men and women who will have a huge impact on
4
our world’s future. The research that I will show in this paper, conversely will be
research focused on the evaluation of the use of this technology in teaching and
learning in the classroom at H.I.B.S., Hanoi, Vietnam.
While teaching for H.I.B.S. during the 2013-2014 academic year, I taught 8
th
grade international students as well as all students in grades 9 through 12. Grades 9
and 10 are heavily engaged in learning English and love to try to use the
Smartboard when we have time in class. Eleventh grade, which is our largest class,
has trouble focusing at times, and 12
th
grade (which got a SmartBoard installed just
recently) is uninvolved in the learning process, with the exception of one student. It
is discouraging to see the 12
th

grade students not care about education during their
final year. I propose, with the aid of a SmartBoard, and the proper teaching
techniques, teachers can keep the students more engaged in their learning processes
and development as individual social beings.
In classes that I’m not seeing much progress, I decided on changing my
teaching methods. In the future I want to see the students be more involved in
participation in the classroom setting and become more comfortable in the practice
of the use of language, and widening knowledge of other subjects, while at the same
time becoming more culturally aware and culturally sensitive. I also had the benefit
of teaching an extra class, of my own choice and design, to international students
from grades 8 and 11 combined. My students came from a wide range of cultural
backgrounds and were not all aware of each others’ cultural norms. We were able to
discuss many topics and issues such as current events in the world today. For our
first semester we focused on debates about topics of interest that I gathered
information for through the use of research about how a debate class was carried out
internationally, and what topics we should consider debating. For our second
semester, I conducted a Public Speaking class with these same students. I presented
them with ideas to think about and introduce to the class, in the form of a speech.
For our first assignment, I had the students do a presentation about the countries (or
5
cities) that they came from, in order to both boost their self-confidence about
speaking in front of a group and educating their fellow peers about the culture and
life from where they came from before attending H.I.B.S. Fifty percent of these
students were excited to use the SmartBoard for their presentations, incorporating
video, pictures, and sound so that they could practice making Powerpoint
Presentations while incorporating the use of the SmartBoard. Four out of the eight
students decided to use the technology of the SmartBoard, while four did not. They
had the choice. I encouraged the use, but did not require the use.
3. Significance:
My desire is that this thesis will aid in the furthering of education of the

English language, as well as other subjects, for future teachers and students who
may work for, or attend, H.I.B.S. in the future. I also want teachers to be able to
utilize the SmartBoard technology that they have in their classrooms, in order to
teach in a more progressive manner that will benefit the learners in many different
ways, not just academically, but socially as well. I had worked for this school for
the last three academic years and had come to deeply love my job, my students, and
my co-educators within H.I.B.S.’s educational community. This educational
community has recently gone through some major changes, which included moving
the secondary and high schools to the location where the primary school already
existed. Now H.I.B.S. has a full school (Pre-Kindergarten through 12
th
grade) in
one location. The learners became more social with each other. Older students are
now interacting with younger students, morals are being learned and future behavior
is being shaped.
4. Scope:
The by and large aim of this thesis is to examine the current high technology-
based learning experiences as seen from both students’ and teachers’ points of
views, while utilizing SmartBoard technology in the classroom as a learning
medium.
6
Goal 1: To provide an overview of SmartBoard technology as a teaching
instrument.
Goal 2: To illustrate to the reader how SmartBoard technology is used in
the classroom at Horizon International Bilingual School, Hanoi,
Vietnam.
Goal 3: To illustrate to the reader how the students and teachers perceive
the use of SmartBoard technology use in their classroom settings.
Goal 4: To look at concerns about the use of SmartBoard technology
within the classroom settings at Horizon International Bilingual

School, Hanoi, Vietnam.
Goal 5: To provide directions and motivation for further study and
implementation of the use of SmartBoard technology at Horizon
International Bilingual School, Hanoi, Vietnam.
This thesis sought to examine these 5 goals and to investigate some key issues with
the use of SmartBoard technology within different classroom settings at Horizon
International Bilingual School, Hanoi, Vietnam. I mostly used surveys which were
by design receptive and investigative to document the feelings and success status of
learning through the use of SmartBoard technology, experienced by teachers and
students who taught for and attended Horizon International Bilingual School, Hanoi
from 2013-2014. I used this technology in the classroom as well, including the
observation of several teachers utilizing this technology within their classrooms. I
wish to see an increase in the optimization of the use of SmartBoard technology in
the near future, not just at Horizon School, but at many schools and institutes
utilizing this technology worldwide.
5. Methodology:
7
This thesis is a qualitative research analysis project with quantitative research
methodology used when examining numbers rather than the more open-ended
questions presented on the questionnaires handed out to students in mostly 8
th
through 12
th
grades at Horizon International Bilingual School, Hanoi, Vietnam
during the 2013-2014 academic year. I used research based off other authors’
findings to build a basis for a literature review before I developed questionnaires
that I handed out to both teachers and students, mostly involved with 8
th
through
12

th
grades, at HIBS. After collecting the questionnaires, observing teachers and
students interacting and studying through the use of SmartBoard technology, and
utilizing the technology myself in my own classrooms, I conjured up a research
thesis based on mostly qualitative methodology with quantitative values
implemented as well.
6. Organization (structure of the thesis):
This thesis is broken down into three sections: Parts A, B, and C. In Part A,
this thesis will discuss the introduction to this thesis. I will discuss my rationale,
aims, and significance, as well as detail the scope, organization and finally the
research questions that will be answered. In Part B, the main of the development
of the research project will be shown. Chapter one will illustrate the literature
reviews concerning this study. Chapter two will show the methodology used for
the data collection. Chapter three will show the results of the data that was
analyzed for this study. This chapter will also show implications for further
research into this study. In the final part, Part C, this thesis will show the
conclusion thoughts behind this research study.
7. Research Questions:
1. How do the students view the use of SmartBoards in their classrooms?
2. How do teachers at H.I.B.S. view the use of SmartBoard technology?


8
PART B. DEVELOPMENT
CHAPTER 1. LITERATURE REVIEW
Reviewing the literature currently available on the use of SmartBoards in the
classroom will support in contributing to the further development and
implementation of its technology and its impact on learning and catering to many
different learning styles.
1.1 Use of SMART Boards for teaching, learning

The first selection that I will review is Use of SMART Boards for teaching,
learning and assessment in kindergarten science, written by Chris Preston and Lee
Mowbray (Teaching Science, 54, 2: 2008). This article presents findings from
classroom-based research with kindergarteners at Abbotsleigh Junior School located
in the U.K.
The article focused on studies done with kindergarten students in science
lessons. It showed how kindergarten students can use deductive reasoning on a
SmartBoard to solve complex problems, that they wouldn't normally be able to sole
using pen and paper alone. They showed this through their findings on Lego cars
travel distance on different surfaces. The article spoke of how the conducted their
lessons. They also evaluated SmartBoards showing the boards' benefits and
limitations. They show the benefits as being that SmartBoards are easy to operate
and fun for a child to use while being very useful in the elicitation of previous
knowledge, and for gaining evidence to help the children further their conceptual
and developmental skills. They also show an example to back up their findings.
The article also shows evidence of better assessment for the knowledge gained by
young learners who may not yet be able to use a pen and paper to take tests. The
limitations listed were as follows: the cost, setting-up the classroom, not being able
9
to have more than one child using the board at once (there's a special pen to use the
board, and only one works at a time.) The article finally states that the SmartBoard
should be used as an effective tool so that the teacher will still play a role as a
facilitator in the classroom, using the Smartboard to take a 'minds on' approach to
learning science. The article goes on to state that grades 5 and 6 benefit the most
from the use of SmartBoard-based lessons.
1.2 The unexpected impact of SMART Boards and the emergence of a
professional learning community within an elementary school
The second publication that I will be reviewing is written by a collective
group of authors and is entitled My teaching took off sideways: The unexpected
impact of SMART Boards and the emergence of a professional learning community

within an elementary school (Naylor, et. al.: 2008) This article was written for the
British Columbia Teachers' Federation and is a revision of a paper given to the
Canadian School for Studies in Education. This publication focuses on two
presenting issues. The first issue was to examine the impact that the use of the
SmartBoard has on teaching and learning. The second issue discussed was better
formation of a learning community. The paper concluded that the study was a
success. SmartBoards helped change pedagogical approaches of teachers. These
teachers believe that this change has aided in improving students' engagement,
retention and output of the subject matter discussed. The paper also helped form
and identify a new layer within the school's already established learning community.
The teachers would have meetings to discuss the nature of their work and issues
with SmartBoards in their classrooms. This ended up causing a stronger bond
within their learning community and also led to the creation of their own Wiki
project.
1.3 Beginner Adult ESL Education in the Age of Technology
10
The third article that I will be examining is Beginner Adult ESL Education in
the Age of Technology, written by Abdulaziz Aljabre (Aljabre: 2012). This paper
shows the needs for the use of technology in the classroom, and that it should be
incorporated in a beginner level ESL class. It also presents a layout of how to
implement this action in the ESL classroom. This paper states that technology has
changed the way in which teachers teach and learners learn. It begins by showing
that students at an older age must also be taught how to use the new technology that
we have available. This begins with the problems that some adult learners have
with the use of technology such as logging onto a computer, or even turning it on.
This shows how technology has created a barrier to some learners' learning. These
learners must learn to use the new technology so that they can make use of it. This
paper makes a strong argument on how technology has made such a big impact on
teaching and learning in today's educational world. The author also points out that
many adult learners come from lower-income communities and nations where this

kind of technology was never available. For many of these students technology in
the classroom was never an issue because it had been of little importance. They
never had a need to know how to navigate a computer because of their living
environments at home. Many learners of ESL in America are immigrants who earn
little money and use all of their earnings to support their extended families, not
make major purchases of electronic equipment. The author bases his research paper
on this group of adult learners. He goes on to give his definition of ESL students in
community college. The majority of community college students are already
classified as non-traditional students because of their age, and he focuses further on
the ESL students who are immigrants, refugees and international students who want
to improve their skills in the English language. The author states that students who
are immigrants or refugees may have not been introduced, or had access, to many
types of technology we use in our common classrooms in the United States. These
students must learn how to use this technology, which they have never seen before,
and at the same time integrate it in their learning procedures. This has shown to be
11
a second meaning-based learning system for these students to learn even basic
language. The author states that visual technology has brought us a long way, but
now multi-modal approaches to learning are reinforcing learners' learning in a much
more positive way. This paper not only takes a look at SmartBoards. It also
reinforces older technology, such as CD players, DVD players, and computers
alone. The author next outlines the negative effects of having limited knowledge
when it comes to technology. Many students don't have access to this technology
outside of the classroom. They also don't have extra hours in their lives to seek out
how to use all of this technology on their own. He goes on to state that this can be
learned in the classroom, but at a more advanced level, after the development of
their initial language skills. The author goes on to talk about how students need to
be taught the basics of technology before making use of it. The publication
concludes that these certain community college students have many obstacles in the
hopes of learning. The author also mentions that technology is always changing

and we always have to learn how to adapt it for our needs. He also concludes that
the job of an ESL/EFL teacher is not only to teach language, but also teach skills
needed to be good students.
1.4 Second Language Learning in the 21
st
Century Classroom
The final publication that I will review was taken from the Brandon
University Journal of Graduate Studies in Education. The article, Second Language
Learning in the 21
st
Century Classroom, by Heather Scholz (Scholtz: 2010), focuses
on the ways that different technologies can aide in the development of linguistic and
communicative competencies for second language learners. This article starts off
by introducing the fact that learners today are experiencing learning differently that
the learners of past decades. She points out that students are not responding to
traditional teaching methods the same way as in the past. The paper points out
those second language learners are raring to reach out to others through social
networking and videoconferencing. SmartBoards provide an interactive way of
learning that is highly desired in the 21
st
century classroom. The author states that
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collaborative learning readily occurs through the use of computer technology. This,
in turn, facilitates the broadening of creativity, critical thinking and problem
solving. The paper suggests that these new technologies, such as social networking
and videoconferencing are unique opportunities for students to be able to
communicate with different students across place and time. The paper identifies
that personalized learning is very important in Canada, and that it can be better
achieved through the use of technology. The author also notes that Dragon
Naturally Speaking (computer program) is very useful in aiding the learning of

students who perceive learning better through auditory means. The publication also
lists SmartBoards as a great way to make use of a hands-on approach to learning.
Technology has also helped students be able to study at the pace that they need.
Through the use of technology, students can reinforce their learning in many
different ways. The paper shows how teachers are making use of technology in the
classroom, but students seem to be taking the control into their own hands because
of an interactive learning experience. This paper argues that learners can learn
through collaborative relationships using the personalized learning approach. The
paper argues that the teacher’s role in the classroom is changing over the years, and
changing rapidly because of the new wave of technological devices. The teacher's
role is changing to being a teacher-as-a-facilitator in the 21
st
century classroom.
The author then goes back to emphasize the role of social networking and
videoconferencing in the learning of language in the 21
st
century classroom. After
this she goes on to discuss SmartBoard use further. The author quotes Gerard and
Widener (1999:6) in the use of SmartBoards as a powerful support system for
language acquisition and communication. They say that it [the SmartBoard]
“provides a bridge that allows using the features of computers without breaking
communication – it even supports it. Secondly, it may enhance new kinds of
learning processes.” The paper goes on to cover the benefits from the use of a
SmartBoard, such as an increase in interaction time between the teacher and the
students, easy ways of teaching vocabulary, having many students focus on reading
13
the same thing (such as an article from the internet) at the same time, and the ways
that the SmartBoard supports hands-on learning, where the students can have a lot
of control. Next was the issue of teaching culture, because some parts of culture are
definitely taught in second-language classrooms. The technologies available to the

students can also be used to encourage further understanding and learning about
different aspects of culture. In the conclusion, there is an emphasis on teaching
technical literacy in the second-language classroom. There is also an emphasis on
teaching culture through the use of technology because of the ‘global citizenship
outcomes’ used in Canadian educational sectors.
Each work that I read had similarities. All agreed that the use of different
technologies, especially SmartBoards, helps in learners’ learning of a new language
or new subject material. They all showed the many benefits that SmartBoards, if
used properly, can have towards learning acquisition in the classroom. Except for
Beginner Adult ESL Education in the Age of Technology, every article that I
reviewed showed mostly just the benefits of using SmartBoard technology in the
classroom. A similar issue was raised by Second Language Learning in the 21
st
Century Classroom, where the article pointed out that technology literacy must also
be taught in the classroom.
All of the articles are relevant in today’s international teaching world.
SmartBoards are being used in more and more classrooms throughout the world.
I’ve personally taught ESL/EFL and other subjects to speakers of other languages
and students who come from many different cultural backgrounds. I have taught in
Korea, Thailand, China, and Vietnam. I had the use of a SmartBoard in most of the
classrooms that I have taught in, except for my teaching career in Thailand, where
there was not much use of modern technologies in the classroom.
All of these papers, with the exception of Beginner Adult ESL Education in
the Age of Technology, can help me towards conducting this research paper about
the effectiveness of the use of SmartBoard technology in teaching at Horizon
14
International Bilingual School, Hanoi. The student body consists of well-to-do
Vietnamese and international learners. However, every one of these publications
can aid in the understanding and development of the use of modern technology
within a second-language learning classroom environment in our growing

multicultural world. Technology is rapidly developing in today’s educational
system. Teachers’ teaching style and learners’ learning style needs to adapt to the
changes of using more modern technologies in the classroom.
I hope in the future SmartBoard technology will become available for the
majority of the English language learning students in Vietnam. Currently it is used
in few International schools that are too costly for the majority of the English
learning population. In these schools, teachers don’t seem to utilize these machines
to their full potential. Learning about SmartBoards and how to implement them in
the learning process in the English language learning classroom is a long course of
action. I have a lot to learn myself about this technology as it is still very new
technology in the classroom, and teachers, like me, are unaware of the best software
for the implementation of SmartBoards in education. The documentation of the
progression of learning amongst students as well as helping to educate current and
future teachers about the benefits and possible set-backs in the use of SmartBoards
in the ESL Classroom is necessary, if the use of SmartBoard technology is desired
by the educational institution that people teach, work, and learn in.
15
CHAPTER 2. METHODOLOGY
Teaching methodology differs between educators. No teacher teaches the
same. What works and what does not work is continuously researched and studied
in practice all the time. It is an ongoing process. Educators are constantly trying to
adapt to the new technology of today’s world. Back when I was a young learner in
school, the first computers were introduced. The computers of the past are
drastically different than today’s modern laptops used in classrooms to connect to
projectors and SmartBoards. Every classroom setting is different and the desires of
students are constantly changing. Unlike many schools in Vietnam, H.I.B.S. has an
advantage because of the tuition money paid by parents to have their children attend
H.I.B.S. This allows such educational institutions to provide the latest technology
to its learners. This thesis will show how effective this technology has been seen by
students and teachers at H.I.B.S. during the academic year of 2013-2014. Although

I will focus on this particular year, I have had the privilege of observing students at
this school for three academic years. It has been nice to see them grow as students
and individuals, but has any of this really been shaped by the use of special modern
technology used in the classroom? This research paper will cover such topics as
this while also taking a look at students’ perceptions of the need of the use of this
technology while learning in their particular classrooms.
Horizon International Bilingual School is a smaller international school in
Hanoi, Vietnam. It has class sizes from three to nineteen students. It was with the
cooperation from both teachers and students at HIBS that I was able to put this
research project together.
2.1.1 Data Collection Information
As my main method of research I handed out questionnaires to both teachers
and students to help me gather unbiased qualitative data results of my findings of
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the utilization and effectiveness in teaching at H.I.B.S. during the 2013-2014
academic year. Teachers from Turkey, Turkmenistan, Vietnam, and the United
States have completed the surveys, revealing results of mixed feelings.
2.1.2 Demographics and 2.1.3 School
I questioned nine teachers who all taught for secondary and high school
students (grades 6 through 12), with the exception of three teachers who also used
the SmartBoard for teaching nursery and primary school students as well as
secondary and high school students. These teachers taught Physics, Biology,
Mathematics, ICT, Culture, Reading, Writing, Drama, Morals, Swimming, Music,
and the English language.
2.2 Data Collection
2.2.1 Phase 1
Out of the nine teachers surveyed, seven teachers reported using the
SmartBoard in their classroom several times a week, while two teachers reported
using it every day. When surveyed on if they (the teachers) have been trained to use
the SmartBoard, seven out of nine reported having been trained, however after

asked if they felt that they had been properly trained, five out of eight teachers
reported negatively. That is more than 50% of the teachers questioned. When
asked if they felt comfortable utilizing the SmartBoard in their classrooms, five out
of nine teachers reported that they felt comfortable, three reported that they did not
feel comfortable, and one reported that they sometimes feel comfortable, and at
other times, did not. When asked if they think that having a SmartBoard in the
classroom has affected the interest and engagement of their students in their desire
to learn in their classroom settings, five teachers reported that having the
SmartBoard in the classroom has very much affected this interest and engagement
in a positive way, while three teachers said that it only somewhat affected it, and
one teacher said that it only minimally affected their students’ desire to learn in their
classroom setting. When asked if the teachers included the use of the SmartBoard
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into their lesson plans to facilitate learning activities in their classroom, six teachers
answered positively, while three answered that they did not.
When asked if these teachers felt comfortable helping other teachers use the
SmartBoard in their classrooms, seven of the teachers claimed that they do feel
comfortable helping other teachers use this technology, one does not, and another
teacher does not because of using a different Operating System on their computer.
When asked if these teachers felt comfortable asking for help utilizing the
SmartBoard when they need it, seven of the teachers surveyed said yes, one does
not because they report having more specific problems and having no one around to
help when it needs fixing, and another does not feel comfortable asking for help at
all. When asked how confident they are when utilizing the SmartBoard in their
classrooms, two out of nine answered that they are very confident in using the
SmartBoard, while six teachers reported that they feel somewhat comfortable and
one reported not being confident in utilizing the SmartBoard in class at all.
Does the Teacher feel
comfortable while using
these SBs?

Does the Teacher feel
comfortable helping
others use the SB
Does the Teacher feel
comfortable asking for
help with the SB?
5 Yes, 3 No 7 Yes 7 Yes
1 Sometimes 2 No 2 No
For materials, Horizon International Bilingual School has distributed CDs
and interactive software to aid in the process of utilizing the SmartBoard in their
classrooms. When asked if the teachers utilize these materials that the school
provides, four out of nine teachers reported that they do use the materials, while five
teachers said that they do not use these provided materials. One teacher reported
not being introduced to these materials. When asked if they use the dry-erase tools
provided (Promethian ActiveOffice Tools), five out of nine reported that they use
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