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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: 9 14 01 02

SUMMARY OF PhD THESIS

HANOI –2019


The Thesis is conducted at
Hanoi National University of Education

Academic Supervisor:
1. Assoc. Prof. Dr. Nguyen Thi Tinh
2. 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


1
INTRODUCTION
1. 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.
2. 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


2
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.
3. 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.
4. 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.
5. 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.
6. 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 5 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.

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The experimental study was conducted at Phu Yen University.
6.3. Regarding the research subjects
The survey included 3300 subjects of 5 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.
7. 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.
8. 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.
9. Argument for defending the thesis
9.1. IT competence in teaching is one of the fundamental and highly necessary


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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.

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Chapter 1. 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


6
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.


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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 3 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 8 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


8
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, do not
include Competency 5 (Expert competency) and Competency 6 (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; 5 - 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.

9
1.3.3. The purpose of developing IT competence in teaching for teacher
students at universities
Developing IT competence in teaching for teacher students aims at improving
teacher students' IT competencies so that they can accomplish their tasks more
effectively, that will eventually contribute to the improvement of teacher training
quality of Vietnamese universities to meet the teacher professional standards.
1.3.4. The principles of developing IT competence in teaching for teacher
students at universities
(1) Ensure to fulfill the objectives and the output standards of the teacher
education curricula; (2) Implemented into the teaching process; (3) The active
participation of students decides the efficiency of developing IT competence
in 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 future teachers’
personality, quality and professional competence.
1.3.5. The contents of developing IT competence in teaching for teacher
students at universities
Including the development of 10 components: Cont.1 – Improving the
competency of understanding IT in teaching ; Cont.2 - Forming and enhancing the
competency to use IT in curricula and textbook analysis ; Cont.3 - Forming and
improving the methodology competency; Cont.4 - Improving the competency to use
IT equipment and software in teaching; Cont.5 - Forming and improving the
competency to design lesson plans with IT support; Cont.6 - Forming and enhancing
the competency to perform lesson plans using IT; Cont.7 - Forming the competency to
use IT in classroom organization and management; Cont.8 - Forming and improving
the competency to use IT in assessing students' progress and learning outcomes; Cont.9
- Forming the competency to use IT in building, managing and exploiting teaching
records; Cont.10 – Enhancing the professional training competency.

1.3.6. The pathways to develop IT competence in teaching for teacher
students at universities
Principal pathways: (1) Teaching activities; (2) Self - learning of students;
(3) Pedagogical training activities; (4) Extracurricular activities.
1.4. Factors affecting the efficiency of developing IT competence in
teaching for teacher students at universities.
1.4.1. Subjective factors
1.4.2. Objective factors


10
CONCLUSION FOR CHAPTER 1
In chapter 1, the thesis has systematized and complemented the theoretical
basis of developing IT competence in teaching.
Based on an overview of researches on the topic, inheriting the success of
previous studies and identifying issues to be solved, the thesis completed the concepts
related to IT competence in teaching for teacher students. From the concept of
competence and IT, the author introduced the concept of IT competence and general
IT competence framework, which is a 3-dimensional coordinate system including
component system, structure and level of IT competence. This general IT competence
framework is the basis for building IT competence framework for various
professional activities, and teaching is not an exception.
Teacher students' IT competence in teaching is a complex structure including
their own knowledge, skills and attitudes of IT integration to effectively
implement their teaching tasks. The framework of IT competence in teaching for
teacher students is built based on the output standards of the teacher training
programs, IT standards, analysis of teaching profession and general IT
competence framework proposed by the author. The core of the framework of IT
competence in teaching for teacher students is the system of competencies
composed of 10 components, each describes in detail the knowledge and skills

of IT integration in a specific activity of the teaching process.
The focus of this chapter is the theoretical framework for developing IT
competence in teaching for teachers students in universities. 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
forms and improves 10 components of IT competence for teacher students of
education through teaching activities, and self - learning of students, pedagogical
training activities and extracurricular activities. Developing IT competence in
teaching for teacher students depends on many affecting factors, both subjective
and objective.
The theoretical basis discussed in this chapter has significant importance,
can be served as a support for further study, survey and proposal of measures
to develop IT competence in teaching for teacher students at the universities,
which will eventually enhance teacher training quality to satisfy the
professional standards and the new general education program.


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Chapter 2. THE REALITIES OF DEVELOPING
INFORMATION TECHNOLOGY COMPETENCE IN TEACHING
FOR TEACHER STUDENTS AT UNIVERISTIES
2.1. Overview on the survey area and the conduction of the survey on
realities of developing IT competence in teaching for teacher students at
universities
2.1.1. Overview of the survey area
The Thesis examines the realities of developing IT competence in teaching
for teacher students at 5 universities. The common feature of the five
universities included in the survey is that they have been training full-time
high school teachers in social science, natural science and foreign language.

They all have IT departments in charge of teaching IT modules in their teacher
education curricula.
2.1.2. Conducting the survey
2.1.2.1. Purpose of the survey
2.1.2.2. Contents of the survey
2.1.2.3. Subjects of the survey: The survey included 3300 subjects of 5
universities in the research area: 170 managers, 530 lecturers and 2600 full time undergraduate students in Geography, Literality, English, Math and
Physics Teacher Education.
2.1.2.4. Time of the survey: From January 2017 to May 2017.
2.1.2.5. Method of the survey: Questionnaire survey method; Observation
method; Product research method; Professional solution.
2.1.2.6. Collecting and processing survey results
2.2. The result of the survey on developing IT competence in teaching for
teacher students at universities
2.2.1. Analyzing survey participants
The results of the study were analyzed from 3027 questionnaires collected
out of the expected number of 3300, thus reaching the response rate of 91.73%.
2.2.2. The realities of IT competence in teaching of teacher students
The results from the questionnaires showed that teacher students' IT
competence in teaching was rated average. In detail, Comp. 8 and Comp. 9
were at basic level, the remainings were at average level.


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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

7

Average

2.89

4

Average

2.86

5

Average

2.97

1

Average

2.94

2

Average

Comp.6 - Competency to perform lesson plans using IT

2.85

6

Average

Comp.7 - Competency to use IT in classroom
organization and management

2.70

8

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

9

Basic

Comp. 10 - Professional training competency

2.90

3

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 3
universities achieved an average level.


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Table 2.21. The implementation level of developing IT competence
Group 1
Group 2
Rank
Level
̅
̅
𝑿
𝑿 Rank Level
Danang 3.69 4
QG 2.93 4 Ave.
Hue
3.57 5
QG 2.87 5 Ave.
Quynhon 3.80 2
QG 3.04 2 Ave.
P.V. Dong 3.83 1
QG 3.13 1 Ave.

Phuyen 3.77 3
QG 2.98 3 Ave.

Universities

Group 3
̅
𝑿 Rank Level
3.41 2
QG
3.19 4 Ave.
3.28 3 Ave.
3.51 1
QG
3.10 5 Ave.

̅
𝑿
3.55
3.27
3.30
3.46
3.06

Total
Rank Level
1
3
3
2

5

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 1
Paths

̅
𝑿

Group 2

Rank Level ̅
𝑿 Rank Level

Group 3

̅
𝑿

Total

Rank Level ̅
𝑿 Rank Level

Effi. 3.23 3 Effi.
Effi. 3.26 2 Effi.
Effi. 3.33 1 Effi.
Effi. 3.21 4 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

3
2
1
4

QE
QE
QE
QE

3.40
3.42
3.46
3.37

3
2
1
4

Effi. 3.18
QE
QE

3.21
3.29

Effi. 3.16

3
2
1
4


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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.


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CONCLUSION FOR CHAPTER 2
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
8 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 3.


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Chapter 3. 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


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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


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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.


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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 6 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: 3 measures: 1, 2 and 6.
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 3 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 3
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 1 and 2 was better than before
experiment. However, the level of increase of Group 1 was higher than that of Group 2.


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3.4.3.2. Study results of “Apply IT in teaching English” class
Grades was above 7.3 and the average of Group 1 was higher than of Group 2.
3.4.3.3. Results of teaching practice: Group 1 was highest, Group 3 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 1
than that of Group 2. One-Way ANOVA analysis showed that the teaching
practice result of Group1 was the best and that of Group 3 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 3
Based on the theoretical and practical research on developing IT competence in
teaching for teacher students at universities presented in Chapters 1 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


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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,
2 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 3
among 6 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 3.
CONCLUSION AND RECOMMENDATIONS
1. 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.


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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 8 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.


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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 3 out of 6 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.
2. 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.