The impact of technology on learning environment

RESEARCH PROJECT
The impact of technology on
learning environment

Hanoi, May 2018


Table of Contents

I.

Abstract
Using information technology in university education has brought many impacts on
teaching and learning. It plays an important role in the consolidation process of learning
and teaching. Moreover, applying technology has opened up many opportunities for
education and access to educational resources beyond the traditional methods
available. Besides, if not used properly, information technology also brought about
negative impact of learning and teaching. This report aimed to point out the advantages
and disadvantages, amenities and limitations in applying information technology in
university education from which to find recommendations to help students, as well as
teachers use information technology most effectively. This researcher administered an
anonymous survey to 110 students and 20 teachers in NEU, HNU and RES. A survey
was created containing basic questions about the impact of technology on university
education in Hanoi, Vietnam. According to our results, the majority of students and
teachers spend from 3 to 5 hours per day on using technology for learning and teaching.
Besides, most of interviewee believed that using technology bring more advantage than
disadvantage on learning and teaching.

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II.

Introduction
The 21st century is considered as the development of the technology era. Technology is
one of the fastest growing fields and have the greatest impact to human life. Information
and communication technologies holds a very important role in the business (Keser,
Huseyin, Ozdamli, 2011), Vietnam was viewed as the solid foundation in service for the
country's sustainable development , navigate to one of the countries with economy,
politics, security, culture, education, social stability, good for Southeast Asia and the
world. In recent times, the technology has reached a new level of progress and are used
everywhere, including classes. The traditional form of education is being added and
gradually replaced by the digital education model. The technology is becoming
increasingly important and influence to human life. (Christen, A., 2009)
For these reason, people should access to knowledge by applying technology to keep
up with the latest developments. By using technology, learning is no longer restricted by
time and place. The use of ICT is considered as a symbol of the new era in education.
(Kurt, 2010). In addition, ICT also changes the paradigm of thinking, enrich the current
educational model and create new training for education.
Technology offers many benefits for people in every field, especially in education, but if
we do not use it the right way, it will encounter the disadvantage. As Braford et al, 2000
claimed the technology does not ensure the quality and effectiveness of learning. Some
disadvantages including as cheating arise, abuse, spent too much time for technology,
used with the wrong purpose, ...
In this report, the researcher will point out how technology affects university education in
Ha Noi, Viet Nam and put forward a number of recommendations to the most effective
technology use based on the survey with students and teachers at profit universities and
training centers. The main purpose of this research is to provide a perspective for reader

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to help them better understand about the usage of technology in education and help
them find a solution to use technology properly and efficiently.
This report following three main research questions:
1. What is the real situations of using technology in universities in Ha Noi, Viet Nam?
2. How technology impact on university education in Ha Noi, Viet Nam?
3. What are some recommendations to use technology effectively?

III.

Literature Review
1. Definition of education technology
The concept of educational technology is viewed as the foundation to provide the
hypothetical premise to the examination and practice in education. There are many
definitions related to educational technology. Following to the Association of educational
communications and technology (AECT, 2008), educational technology is characterized
as the study and moral routine with regards to encourage learning and enhancing
execution by making, utilizing and dealing with the procedures and assets innovation
technolog line (Richey et al. 2008). In another research, Luppicini (2005) characterizes
educational technology as an approach to solve the problem according to the purpose,
utilization of apparatuses, procedures, hypotheses and strategies from numerous fields
of information such as outlining, creating and investigating of HR, changing instruction
frameworks to enhancing the social and instructive foundation.

2. Importance of technology on teaching and learning
The world is changing, information technology is increasingly focused and developed. In
particular, in the past few decades, information technology has been widely used and
plays an important role in the teaching field, which is known for such terms as teaching

and teaching aids. The technology tools for education not only include computers, but
also include hardware such as projectors, scanners, cell phones, printers, cameras,

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video recorders, … handy with the right programming applications. Each technology
instrument, exclusively or in combination, can be connected in an assortment of focused
settings including instructor drove exercises and child-initiated exercises (Nebraska
Department of Education, 1999). Educating and teaching aids contain incorporate the
utilization of slide projectors, TVs, PC, radios, sound and video tapes, and so forth in
instructing and learning circumstances. The coordination of innovation in the educating
and learning process is stated that it can increases the productivity of students and
teachers as well as generates a large amount of information available. Pelgrum (2001)
identified a number of reasons why the technology by and large and PCs specifically can
be vital to the school. The basic reasons including related economic benefit society, such
as diminishing the cost of instruction, support industry computer, prepare the student
foundation for their future. Moreover, appying technology also helps university become
more attractive to their customers. (Kozma, 2003).

3. The advantages and disadvantages of using technology on learning
3.1 Advantages
Plomp et.al (1996) has pointed out three main objectives of using technology

on

learning environment as using of information technology with the goal of research, using
technology as aspects of a century law or profession and using ICT as a means for
educating. In another research, Murphy (1995) summarizes the benefits of using

technology on education as follows: (1) development of society, (2) solving the problem,
(3) instruction peer ( 4) working independently, and (5) exploration. Technology plays an
important role in education. The researchers showed the technology integrated into
mainstream classes, it supports higher education and increase abilitiy of students.
Applying technology on education also has positive effects in learning new language and

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gradually becomes an indispensable tools in learning language. (Tsou, Wang & Tzeng,
2006) . In another study with adolescents with difficult situation in Paris, Rachel Cohen
France (1999) showed that using computer can develop the ability of children, they can
discover and develop their writing language. Thus, it can be said the technology brings
many benefits for education, including both teaching and learning.

3.2 Disadvantages
Besides the significant benefits of technology to education, the use of technology also
has some disadvantages. According Branford et al, "technology does not ensure
effective learning" technology and the use of improperly can hinder student learning. The
use of IT can make students easily distracted and confused. The rational use has
increased the motivation of students, but the students do not concentrate that is a big
disadvantage. As Ward (2004) pointed out, technology can make students be exposed to
reading materials and other types of documents but there is too much flow of
information, its may make them very easy to get distracted and ignorant , seize false and
wrong information selectively. Another disadvantage is the information technology can
increase the ability of students cheating. (Shahla Simin et al, 2013). Smart phones can
be very easy to hide and use is not clear, especially students can easily copy-paste
information into their workouts. Moreover, both students and teachers may lack of basic
information knowledge and skills if they use it with wrong purpose (Smith & Broom,

2003)

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IV.

Methodology
1. Participant
The report was conducted with 110 students and 20 teachers in the National Economics
University, Hanoi University and RES - Reliable English School. Moreover, 80 students
were taken from two universities (60 students and 20 students from NEU and HNU) and
30 students were taken from RES english center and 20 teachers were gotten from
NEU.

2. Procedue

In this report, the researcher decide to use questionnaires to collect data and interview
question. The completion of the report include the following:
o Preparing survey questions presented
o Designing questionnaire
o Distributing questionnaires to 120 Students and teachers in university
and training corporate centers.

o Data collection, data processing by Excel
o Report writing
o Presenting research
First, questionnaires were created based on literature review section and were designed
to suit with own purpose of this report. The research questions guiding the analysis

•
•
•

presented in this paper are:
What is the real situations of using technology on learning environment?
What are the advantages and disadvantage of using technology on learning
environment?
What are some recommendations to use technology effectively?
The first research question includes 5 items (questionnaire 4-7 and 10) used to measure
the real attitudes of students and teacher about using technology on learning. The
second research question contains 4 items (questionnaire 8,9,11 and 12) used to
analyze the advantages and disadvantages of using technology on learning

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environment. The last research question consists of 1 items (questionnaire 13) used to
suggest some way to use technology effectively. Second, to distribute questionnaire, the
author use both paper survey and online survey through Google docs. This researcher
chooses randomly university students at the NEU, HNU and RES to do this survey. To
save time study, the author used some social network such as Facebook, Instagram, ..
to send questionnaires links. Half of the inquiries were replied by utilizing the on-line
adaptation and impartial factual predisposition was discovered when looking at the
reactions of the two renditions. After collecting complete data we aggregate them on
Microsoft Excel software and analysis, treatment of the data.

3. Data Analysis

The researcher distributed 130 survey samples including 110 for students and 20 for
teacher and collected 124 samples. After receiving a questionnaire survey, the response
rate was 91% of students and the response rate of teachers was 60%. In general,
students who do survey having aged from 19 to 21 with approximately 19% Male and
81% Female.

V.

Major Finding and Discussion
5.1 The real attitudes of student and teacher about using technology on learning
environment

5.1.1 Usage of technology in universities
Nowadays, the technology has been developed and is widely used in many fields,
especially education. Through this report, we see more clearly the popularity and

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development of the technology in education, after collecting data about technology use,
we had to show them in the chart below.
Chart 1: Usage of technology in universities
Looking at the bar chart, we can see that most students and teachers (86% of students
and 75% of the teachers who do this survey) said that their universities are using
technology in learning and teaching. It means that the technology is very common in
education at the University. Only a small portion of students and teachers surveyed said
that their universities have not yet to apply technology to the study, account for 14% of
the students and 25% of teachers surveyed.
Although studying and teaching in the technology environment, not all students and

teachers would also be satisfied with the use of technology in schools. Based on the
survey data, we have reviews and show it in the chart below.
Chart 2: The percentage of interviewee who satisfy or not about technology use in
university
Throughout this chart, we can see that the percentage of students satisfied with the
quality of the technology in the universiy is 52% nearby the percentage of students who
not satisfied with this, account for 48%. This means that the quality of using technology
in university that we do survey have not yet good enough to satisfied the students. In
contrast, the majority of teacher satisfied with the quality of the technology in their
university with two-thirds of teachers (67%) of satisfaction and a third of the teachers
were not satisfied. Throughout this question, we can see that the number of students
who are satisfied and not satisfied were constituted and the majority of teachers satisfied
with quality of technology in their university.

5.1.2 Kinds of technology often used in classroom

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Technology is considered as an instructional tool on business in general and education
in particularly. Technology has integrated into classroom in so many ways. In this report,
we had pointed out some kinds of technology often used in class and showed the
difference data about technology that often used in classroom.

Chart 3: Kinds of technology that often used
This pie chart gives information about kinds of technology that often used in university.
As is observed from the pie chart, we can see that the computer is the device are both
students and teachers use a variety of learning and teaching in the universities, with
42% of the students and 33% teachers choose to use regularly. Next, cellphone is the

device often used in learning with 45% of the students surveyed choose this answer.
8% of students admitted that they often use video recorder in their studies and only 5%
of students said they frequently used the projection screen in the study. , most teachers
account for 42% asserted that they often use a projection screen in the teaching and
25% of teachers choose answers other, which could mention the answers as they often
use the technology tools such as the digital equipment, digital network, internet services
or support software such as Microsoft Excel or Powerpoint.
In conclusion, there are some difference between students and teachers in the choice of
using the equipment. This comes from their purpose use is different so the regular use of
a device is also different.

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5.1.3

Consumption of technology per day

5.1.1

5.1.3

5.1.2
Chart 4: Frequency of using technology per day
Based on the chart above, it can be easily to see that the majority of teachers

(account for 58.33%) said they often spend 3-5 hours per day for the using technology
for learning and teaching. Besides, there are up to 25% of teachers said they spend
more than 5 hours for use of instructional media technology and 16.67% of teachers

admitted that they spent 1-3 hours for the use of technology. Surprisingly, there are no
teacher would use the technology less than 1 hour per day for teaching. It can be seen
that teachers often spend most of their time in the use of technology to teach school. To
explain for this issue, we have directly interviewed teachers to know why they spend as
much time as such. The majority of teachers said that most of the lessons that they
teach all have to resort to the devices of technology to support and they have to teach
average 2-5 lessons per day. This is one of the reason make they have to spend a lot of
time for the use of technology in teaching.
On the other hand, the majority of students (approximately 42%) said that they

5.1.4

usually spend an average of 1-3 hours for the use of technology in learning. Besides,
students spend from 3-5 hours for the use of the technology are also quite big ,
accounting for 35.6% and 17.8% students said that they often spend more than 5 hours
to use the technology. Only a small portion of students with 4.95% stated that they often
spend less than 1 hour for the use of technology in learning equipment. Based on the
interview results, the majority of students complain that they have quite a lot of
homework so students must spend a lot of time in using technology to support their
learning.
5.1.5

5.1.4

Barrier when they applying technology in university .


5.1.6

Not all students and teachers can use technological devices easily, they also

have a number of barriers in applying technology in university. The researcher has data
and show it in this table below:
5.1.7

5.1.1

5.1.4
5.1.8
5.1.7
5.1.10
5.1.13
5.1.16

Lack of technical support
Resistance to change
Insufficient infrastructure
Lack of training
Others

5.1.2
5.1.5
5.1.8
5.1.11
5.1.14

Student
25.75%
14.85%
27.72%

31.68%
5.1.17

5.1.3 Teacher
5.1.6 25%
5.1.9 16.67%
5.1.12 16.67%
5.1.15 41.67%

B

5.1.18

ed

as

on this data from this table, it is noticed that 25.75% of students said that they met
obstacles due to lack of technical support, 14.85% of students thought that they resist to
change, 27.72% of students admitted that their barrier when applying technology on
learning is insufficient infrastructure and 31.68% said that they lack of training for some
special technology tools. Figures collected from the teacher also has the same
percentage of students. The majority of teachers ( account for 41.67%) said that they
lack of training when using technology on teaching, 16.67% of teachers said they afraid
to change the method of teaching, 16.67% of teachers thought that they have difficulties
in using technology on learning due to they lack of infrastructure and 25% of teachers
said they met obstacles due to lack of technical support.
5.1.9

5.2 The advantages and disadvantages of using technology on learning environment

5.2.1

Advantages

5.1.10
5.1.11

5.1.12
5.1.13

Chart 5: The advantage of using technology on learning environment
As is observe from this bar chart, the majority of both teachers and students

(account for 33.4% and 36.63% respectively) agree that the greatest benefit of the
technology is to bring the rich resources unlimited. In addition, 18.81% of students and
25% of teachers think the biggest benefit of the application of technology in education is


to create more motivated at work. Some students and teachers thought that the biggest
benefit is to help users with improve skills necessary to serve as a foundation for the
future. A small percentage accounted for 6.93% of students think that the benefits of
technology that saves precious resources. Finally, there is 9.91% of students and 25% of
teachers choose different answers. Combined with the results collected from the
interview survey, its may include a number of other benefits such as improve retention
information, save time, make learning and teaching become more interested and easier.
Moreover, a number of teachers interview also said that technology helps them to make
their work become more simplie, they can easily calculate the average score of students
in software excel or ease out exercises, discussion or connect with students by using
technology.

5.2.2

Disadvatages

5.1.14

5.1.15
Chart 6: The disadvantage of using technology on learning environment
5.1.16
This bar chart gives information about disadvantages of using technology on
university in Hanoi. As we can see from this bar chart, the majority of students and
teachers (account for 44.5% of students and 33% teachers) admitted that the most
disadvantage of using technology on university is distraction. To better understand about
this problem, the researcher had done interview question. The majority of teachers and
students when asked about the described disadvantage of applying technology in
education, they said that using technology makes them easy distract and neglect
teaching and learning. When using the equipment and technology they easily fall into
other purposes, such as entertainment and easy to forget the main purpose. In addition,
15.84% of students said that using technology can foster cheating in university.
Technology abetting fraudulent check and increase the rate of students cheating (Shahla
Simin et al, 2013). Subsequently, 11.88% students and 16.67% teachers said that


technology can do hinder some basic skill. For example, when users abuse the
technology and spend much of their time to use it, it is easily to lose social skills such as
communication skills and be harmful to their lives in the long time. 14.85% students and
33.3% teachers believe that the use of technology can lead to inappropriate access.
They can inapproriate access to the information and sometimes its may have unsuitable
content. Finally, there are 12.87% students and 16.67% teachers choose different
answers. Combined with the results of interview methods, it can mention some other

damage they cited as sources of information are not reliable, the quality of information
they find may not be good and especially some interviewee believes that technology can
replace teachers in the future.
5.1.17

VI.

Recommendations
1. For students
5.1.18

For many students, learning is really boring and they only learned of the

compulsory situation. With the assistance of technology, it has been partially solved this
problem. First, the learning of the students seems to become easier with modern
technology equipment such as computers, mobile phones, ... Instead of manually
calculating complex formulas and easily confused, students can use directly the
computer with tools such as Microsoft Office Excel or SPSS and instantly they get
accurate results. However, not everyone is proficient in accessing and using it.
Therefore, providing all students with the knowledge and access to appropriate
technologies is essential. (Courduff, 2011). To accomplish this, the teacher can use and
specific instructions about the technology tools as part of the lesson. In the case of the
restricted hours, the teacher can have the extra class is the tutorial class to devote


whole sessions to tutorials about technology that pertains to subjects. On the other
hand, to have an environment of modern learning, schools should invest facilities
infrastructure with full technological machinery necessary to connect the Internet to the
learning process is favorable and students can search for learning materials anytime.
(Tutkun, 2011). In case the student can access to the software and the website without

permission, it should be disabled and limited access to the software and the site to avoid
taking advantage of technology and the neglected influence results the set of students.

2. For teacher
5.1.19

Teachers should be allowed to set contacts to consultants, updated many models

and different pedagogical curriculum through technology. This not only helps teachers
have more knowledge than what they had, learn more from the foreign professors and
also help for their lectures became so compelling, attract more students. Besides,
schools should use technology that empowers teachers. Media platforms such as
Twitter, Facebook, Email allows for increased interaction between teachers and
students. (Açıkalın, 2009)

3. Other recommendations:
5.1.20

To find out how to use technology effectively, we have conducted a survey with

teachers and students about ways to use technology effofectively and it obtained the
following results:
5.1.21
5.1.19

5.1.20 Student
5.1.23 61.38%
5.1.26 11.88%

5.1.21 Teacher

5.1.24 50%
5.1.27 16.67%

Transfer
5.1.28
Support active

5.1.29 15.84%

5.1.30 8.33%

learning
Diversify your

5.1.32 10.9%

5.1.33 25%

5.1.35

5.1.36

5.1.22
5.1.25

Do not misuse
Improving Information

5.1.31

teaching/ learning.

5.1.34 Others


5.1.22

As we observe from this table, the majority of students and teachers said that the

best way to use có technology most effectively is do not misuse on using technolgy.
Besides, 11.88% students and 16.67% teachers thought that improving information
transfer is the best recommendation to use technology effectively. Moreover, 15.84%
students and 8.33% teachers believed that support active learning is the way to use
technology effectively. Finally, 10.9% students and 25% teachers said that to use
technology effectively, we should diversify to our teaching and learning.
5.1.23
Some other suggestions we received from the interview survey as schools
should encourage students and teachers to use the technology and organization of
classroom instruction using technology.

VII.

Conclusion
5.1.24

The implementation report encountering some limitations as follows: Since time

is limited, the researcher can not do surveys with many students and teachers, this leads
to the sample size may be inaccurate when representatives for students and teachers in
universities. There is probability of a few mistake to a limited extent. Through this report,

its may have noticed that technology have a greatly affect to the quality of teaching and
learning in universities. Its direct impact on the outcome of the students in particular and
the process of teaching and learning in general. Its bring lots of benefits for both
teachers and students but if they do not use information technology properly,its will
cause some detrimental to them. Throughout this study, we hope readers can learn and
draw out the experience to use technology information most effectively.


VIII.

References
5.1.25 Açıkalın, M. (2009). Pre-service elementary teachers' beliefs about use of the
Internet in the social studies classroom. European Journal of Teacher Education, 32(3),
305-320.

5.1.26 Bransford, J., Brown, A., & Cocking, R. R. (2000). Technology to support
learning. In J. Bransford, A. Brown, & R. R. Cocking. How people learn: Brain, mind,
experience. Washington, DC: National Academies Press. pp. 206–230.

5.1.27 Christen, A. (2009). Transforming the classroom for collaborative learning in the
21st century. Techniques: Connecting Education and Careers, 84(1), 28-31.

5.1.28 Cohen, R. (1999). Expressing the remarkable potential of young children.
Presentation, Paris, France.

5.1.29 Courduff, J. (2011). One size never fits all: Tech integration for special needs.
Learning & Leading With Technology, 38(8), 16-19.

5.1.30 Keser, H., Uzunboylu, H., & Ozdamli, F. (2012). The trends in technology
supported collaborative learning studies in 21st century. World Journal On Educational

Technology, 3(2), 103-119.

5.1.31 Kozma, R. B. & McGhee, R. (2003). ICT and innovative classroom practices. In R. B.
Kozma (Ed.), Technology, innovation, and educational change: A global perspective (pp. 40–80).
Eugene, OR: International Society for Educational Technology.


5.1.32 Kurt, S. (2010). Technology use in elementary education in Turkey: A case study.
New Horizons in Education, 58(1), 65-76

5.1.33 Luppicini, R (2005). A systems definition of educational technology in society.
Educational Technology & Society, vol.8, no.3, pp.103-109.

5.1.34 Miller, S. (2011). Student voices for change. Learning and Leading with
Technology, 38(8), 20- 23

5.1.35 Murphy, V. (1995). Using technology in early learning classrooms. Learning and Leading
With Technology, 22(8), 8-10.

5.1.36 Nebraska Department of Education. (1999). Technology position statement.
[Online]

5.1.37 Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: results from a
worldwide educational assessment. Journal of Computers & Education, 37, 163 178.

5.1.38 Plomp, T., Brummelhuis, A. C. A. & Rapmund, R. (1996). Teaching and learning for the
future. Report of the Committee on Multi Media in Teacher Training. Den Haag: SDU.

5.1.39 Richey, R., Ely, D. and Silber, K. Reflection on the 2008 AECT definitions of the
field. TechTrends, vol.52, no.1, pp.24-25, 2008.

5.1.40 Shahla Simin (2013). Computer-based assessment: pros and cons. Educational
Technology.

Available

from:

/>

5.1.41 Smith, M. S., & Broom, M. (2003). The landscape and future of the use of
technology in K-12 education. In H. F. O’Neil, Jr., & Perez, R. S. (Eds.), Technology
applications in education: A learning view (pp. 3-30). Mahwah, NJ: Erlbaum.

5.1.42 Tsou, W., Wang, W. & Tzeng, Y. (2006). Applying a Multimedia Storytelling Website in
Foreign Language Learning. Computers and Education, 47(1), 17-26.

5.1.43 Tutkun, O. (2011). Internet access, use and sharing levels among students
during the teaching learning process. The Turkish Online Journal of Educational
Technology, 10(3)

5.1.44 Ward, B. (2004), The Best of Both Worlds: A Hybrid Statistics Course, Journal of
Statistics

Education

[online],

12,

/>5.1.45
5.1.46
5.1.47
5.1.48
5.1.49
5.1.50
5.1.51
5.1.52

3.

Available

at


5.1.53
5.1.54
5.1.55

IX.

Appendix
1. Questionnaire
5.1.56

Questionnaire about topic: Impact of technology on
learning environment

5.1.57

We are a student from the BTEC system of IBD @ NEU. We are doing

research project about the impact of using technology in university education. We hope
that you will help us make this survey to completed this research.

5.1.58
Thank you for speding time for doing survey!
5.1.59
(Please choose 1 answer in each question)
1. You are:
5.1.60
Teacher
5.1.61
Student
2. What type of education you are from:
5.1.62
Profit universities
5.1.63
Corporate training centers
3. What is your gender?
5.1.64
Male
5.1.65
Female
4. Your university have using technology on learning (teaching)?
5.1.66
Yes
5.1.67
No

5. Do you satisfy with this? Explain why
5.1.68
Yes
5.1.69
No
5.1.70
Explain:……………………………………………………………..
6. What kinds of technology that you often use in class?
5.1.71
Computer
5.1.72
Cell phone
5.1.73
Video recorder


5.1.74
5.1.75

Projection screen
Others: (pls specify)
7. How often do you use technology on learning in class per day?
5.1.76
<1 hour
5.1.77
1-3 hours
5.1.78
3-5 hours
5.1.79
> 5 hours.

8. What are the advantage when using technology on learning (teaching)? Tick √ on the
answer you think it is most advantage?
5.1.80
Unlimited Sources
5.1.81
More motivate to work
5.1.82
Have a necessary skills for the future
5.1.83
Saves precious resources
5.1.84
Other (pls specify):
………………………………………………………………………..

9. What are the disadvantage when using technology on learning (teaching)? Tick √ on
the answer you think it is most disadvantage?
5.1.85
Distraction
5.1.86
Cheating arise
5.1.87
Hinder Basic Skill
5.1.88
Inappropriate Access
5.1.89
Others (pls specify):
………………………………………………………………………

10. What kind of methods you like more
5.1.90

Traditional method
5.1.91
Apply IT, E-learning
11. What kind of method do you think have more advantage?
5.1.92
Traditional method
5.1.93
Apply IT, E-learning
12. What are the barriers to your use of technology on learning (teaching)?
5.1.94
Lack of technical support
5.1.95
Resistance to change
5.1.96
Insufficient infrastructure
5.1.97
Lack of training
5.1.98
Others (pls specify):
………………………………………………………………………
13. What is the best way to using technology more effective?
5.1.99
Do not misuse
5.1.100
Improving Information Transfer
5.1.101
Support active learning
5.1.102
Diversify your teaching/ learning.

5.1.103

Others (pls specify):

………………………………………………………………………

5.1.104
5.1.105
5.1.106
2. Interview survey
-

How long have you been using technology on learning (teaching)?
What types of technology do you often use in class?
Do you think applying technology make your learning or teaching become easier?
How often do you apply technology on learning (teaching) per day? If it is more than 5

-

hours per day, explain why?
Can you describe some advantages and disadvantages when apply technology?
Can you give me some recommendations to use technology more effectively?
Is anything else that you want to share with me?

3. Summarize data
5.1.107

We distributed 130 survey samples including 110 for students and 20 for teacher

and collected 124 samples including 113 valid samples, there are 11 samples we had
received are missing and invalid answers. Valid survey include 12 samples from teacher
in both universities and training centers, 71 students from universities and 30 students
from RES English Language Center. We had analyzed data and show it in this table
below:

5.1.108

5.1.109

5.1.110

5.1.111

5.1.112

5.1.113

A

B

C

D

E

Survey
Qu

5.1.115

5.1.116

5.1.117

5.1.118

5.1.119

estion 2
Qu

70.3%

29.7%

5.1.121

5.1.122

5.1.123

5.1.124

5.1.125

estion 3
Qu

18.8%

81.2%

5.1.127

5.1.128

5.1.129

5.1.130

5.1.131

estion 4

86.1%

13.9%

St

udent

5.1.114

5.1.120

5.1.126

5.1.132

5.1.136

5.1.137

5.1.141

5.1.142

5.1.143

5.1.133

stion 5
Que

52.5%

47.5%

5.1.139

5.1.140

stion 6
Que

41.6%

45.5%

7.9%

5%

5.1.145

5.1.146

5.1.147

5.1.148

stion 7
Que

5%

41.6%

35.6%

17.8%

5.1.151

5.1.152

5.1.153

5.1.154

stion 8
Que

36.6%

18.8%

27.7%

6.9%

10%

5.1.157

5.1.158

5.1.159

5.1.160

5.1.161

5.1.138
5.1.144

5.1.150
5.1.156

5.1.37
Tea
5.1.38
stion 9
44.6%
5.1.162
Que
5.1.163 A
cher
stion 10
11.8%
Survey
5.1.168
Que
5.1.169
5.1.43
Qu
5.1.44

5.1.134

5.1.135

Que

5.1.39

15.9%

stion 13
61.4%
estion 4
75%
5.1.186
5.1.61
Qu
5.1.62

5.1.42
12.9%

5.1.166

5.1.167

5.1.171
5.1.46

5.1.172
5.1.47

5.1.173
5.1.48

5.1.177
5.1.52

5.1.178
5.1.53

5.1.179

27.7%

31.7%

5.1.182
5.1.57

5.1.183
5.1.58

5.1.184
5.1.59

11.9%
25%

15.8%

10.9%

5.1.164B

D

E

88.2%

5.1.170
5.1.45

14.9%
75%

5.1.54

5.1.185
5.1.60

5.1.63

5.1.64

5.1.65

5.1.66

estion 5
Qu

5.1.68

33.3%
5.1.69

5.1.70

5.1.71

5.1.72

estion 6
Qu

33.3%
5.1.74

41.7%

5.1.75

5.1.76

5.1.77

25%
5.1.78

16.7%

58.3%

5.1.80

5.1.81

5.1.82

25%
5.1.83

5.1.84

33.3%

25%
5.1.87

16.7%

5.1.88

5.1.89
33.3%

16.7%

5.1.92

5.1.93

16.7%
5.1.94

5.1.95

5.1.96

41.7%

58.3%

5.1.98

5.1.99

5.1.100

5.1.101

5.1.102

5.1.106

5.1.107

5.1.108

5.1.187

5.1.67

5.1.188

5.1.73

estion 7
5.1.79
Qu

66.7%

5.1.41

14.8%

5.1.155

11.8%
5.1.165
C

stion 11
14.8%
85.2%
estion 2
41.7%
58.3%
5.1.174
Que
5.1.175
5.1.176
5.1.49
Qu
5.1.50

5.1.51
stion 12
25.7%
estion 3
25%
5.1.180
Que
5.1.181
5.1.55
Qu
5.1.56

5.1.40

5.1.149

5.1.189
estion 8
5.1.85
Qu
estion 9
5.1.91
Qu
estion 10
5.1.97
Qu

5.1.86
33.3%

25%

estion 11
5.1.103
Qu

25%

75%

5.1.104

5.1.105

estion 12
Qu

25%

16.6%

16.7%

41.7%

5.1.110

5.1.111

5.1.112

5.1.113

estion 13

50%

16.7%

8.3%

25%

5.1.109

5.1.90

5.1.114


5.1.190
5.1.191
5.1.192

5.1.193