Ứng dụng điện toán đám mây trong dạy học tin học đại cương cho sinh viên cao đẳng sư phạm tt tieng anh

MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION

DUNG NGUYEN VIET

APPLY CLOUD COMPUTING
TO TEACHING BASIC INFORMATICS
FOR STUDENTS OF PEDAGOGICAL COLLEGES
Major: Theory and Methodology of Teaching Industrial Technology
Code: 9.14.01.11

SUMMARY OF DOCTORAL THESIS

HANOI - 2020


THE THESIS WAS COMPLETED AT
HANOI NATIONAL UNIVERSITY OF EDUCATION

Academic Advisors

1. Assoc. Prof. Dr. Le Huy Hoang
2. Assoc. Prof. Dr. Le Thi Thu Hien

Reviewer 1: Assoc. Prof. Dr. Tran Khanh Duc
Hanoi University of Science and Technology
Reviewer 2: Assoc. Prof. Dr. Mac Van Tien
National Institute for Vocational Education and Training
Reviewer 3: Assoc. Prof. Dr. Tran Dang Hung
Hanoi National University of Education

This dissertation will be defended before the National review board at
Hanoi National University of Education
At …

The dissertation is available at:
- National Library
- HNUE’s library


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INTRODUCTION
1. REASONS FOR CHOOSING THE THESIS
Nowadays, with the strong development of science and technology, the
application of modern technologies, information technology (IT) achievements
in the educational process is an inevitable trend, a powerful tool to support
innovation of teaching and learning methods. Resolution No. 29-NQ/TW of the
Central Committee of the Communist Party, XI term insists: "Promoting the
application of information technology and communication in teaching and
learning is one of the tasks and solutions to fundamentally innovate education
and training to meet the country's development requirements.”
The fourth industrial revolution, also known as revolution 4.0, was the fourth
industrial era since the first industrial revolution took place in the eighteenth
century. With the 4.0 revolution, the invention is considered to be a major
breakthrough that is cloud computing with huge data centers that bring everything
at hand with just one device connected to the Internet (Astrid Tuminez, 2017).
Cloud computing brings schools and educational institutions with a powerful
technology processing solutions and the ability to update flexibly according to the
needs of users, as well as reasonable costs for developing educational IT systems,
which may help education institutions to focus on maximizing their resources to

perform the key tasks of training and scientific research; meanwhile, cloud
computing is the foundation for establishing an open online learning environment
that connects the community of schools, teachers and learners, providing teachers
and learners with unlimited IT services to organize teaching activities at anytime,
anywhere in the form of modern teaching organizations, contributing to building a
learning society. With the development trend of cloud computing in education,
research on application of cloud computing in teaching has become an area of
interest from scientists, agencies and educational institutions in many countries
over the world, especially in the past decade, with many important achievements
published. In Vietnam, this research direction has initially received the attention of
some experts and scientists. However, at the doctoral thesis level, there has not
been any research project in Vietnam studying the topic of cloud computing in
teaching.
The basic informatics module is a compulsory part of the training program
for students at most pedagogical colleges. The reality of teaching the module
shows that IT has not really promoted its full potential to support teaching this
module. Requirements on innovative contents, methods and forms of teaching
to improve the quality of learning basic informatics for students has become an
urgent task.


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From the above reasons, the author has chosen the thesis topic as: Apply
cloud computing to teaching basic informatics for students of pedagogical
colleges.
2. STUDYING PURPOSES
Setting up the model of cloud computing in teaching and applying it to
teaching basic informatics module for students of pedagogical college to
improve their learning outcomes.

3. STUDYING TASK
- Study, synthesize, and develop the theoretical basis of cloud computing
and its application in teaching. Accordingly, it proposes the cloud computing
model in teaching tailoring with the educational condition of Vietnam.
- Surveying and assessing the practical situation and the feasibility of
applying cloud computing to teaching basic informatics for pedagogical
students.
- Employ the proposed models into designing the process of applying cloud
computing to teaching basic informatics for pedagogy students.
- Carry out pedagogical experiments and ask for expert feedback to access
and evaluate the suitability and feasibility of the dissertation’s
recommendations.
4. THE SUBJECT, OBJECT, AND AREA OF RESEARCH
4.1. Subjects of research: The process of teaching basic informatics in
pedagogical colleges
4.2. Objects of research: Teaching activities based on the application of
cloud computing.
4.3. The scope of research: The scope of survey: All pedagogical colleges
in the Northern midland and mountainous region; the scope of participants:
non-IT students of pedagogical colleges; the scope of experiment: the
pedagogical experiment was conducted at Thai Nguyen College of Education.
5. SCIENTIFIC HYPOTHESIS
A well-designed and proper application of cloud computing in teaching
basic informatics on pedagogical students would improve their learning
outcomes.
6. STUDYING METHODOLOGIES
6.1. Theoretical studying methods: Analyze, compare, synthesize,
classify and systematize research resources on the world and in Vietnam related
to the scope and research tasks for the purpose of building the base theory of
the topic. On that basis, propose a theoretical framework on applying cloud

computing to teaching.


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6.2. Practical studying methods: Survey by questionnaire; interview;
observe; professional solution; Experimental experimentation to conduct actual
surveys, test and evaluate the proposed teaching process. Mathematical
statistics to process data in field survey, experiment, and assessment proposed
measures.
7. NEW CONTRIBUTIONS OF THE THESIS
- The thesis has contributed to the development of the theoretical basis of
applying cloud computing to teaching tailoring with the practical condition of
Vietnam including: Building the concept of cloud computing-based teaching.
Identifying the role of cloud computing in teaching; methods of selecting cloud
computing service models in education, forms of cloud computing in teaching.
Also, it has established the model of applying cloud computing to teaching and
identified characteristics as well as requirements for applying cloud computing
to education; benefits and challenges of applying cloud computing to
educational facilities.
- It analyzed and assessed the reality and the feasibility of applying cloud
computing to teaching basic informatics for pedagogical students.
- It applied the model of cloud computing application in teaching to design
the process of teaching basic informatics for pedagogical students. It also tested
and confirmed the feasibility and effectiveness of the proposed process through
pedagogical experiments and expert consultancy.
8. THESIS STRUCTURE
The thesis consists of the introduction, three chapters, conclusion and
recommendations.
Chapter 1: Theoretical basis of applying cloud computing to teaching.

Chapter 2: The practical basis of applying cloud computing to teaching
basic informatics for pedagogical students
Chapter 3: Apply cloud computing to teaching basic informatics for
pedagogical students


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CONTENTS
Chapter 1: THEORETICAL BASIS OF APPLYING CLOUD
COMPUTING TO TEACHING
1.1. OVERVIEW OF RESEARCH ON CLOUD COMPUTING APPLICATION
IN EDUCATION
This section presents some published research results of domestic and
international researchers on application of cloud computing in education.
Through the general research, it can be affirmed: nowadays, there have been many
research projects on deploying cloud computing applications in education with
certain achievements and outcomes. Scientists have gone in depth to study a
number of general theoretical issues about the application of cloud computer in
education as well as focusing on clarifying the advantages of cloud computing
application to educational activities at schools, state educational institutions;
confirming that the application of cloud computing is an appropriate trend for the
deployment of IT applications in teaching to support schools and teachers - and
learners and innovate content, form and teaching method, thus enhancing the
effectiveness of training activities. This especially true with schools in developing
countries of Asia and Africa. However, the overall research results also show that,
to date, there have not been many empirical studies focusing on the use of cloud
computing in educational institutions. The need to keep developing theories about
applying cloud computing to teaching is profound and necessary, especially when
the development of education is associated with innovation requirements to fit the

context of the industrial revolution 4.0.
In line with the general trend of the world, in Vietnam, cloud computing
application in education has also received interest from a number of
researchers. Among the published studies, the authors mostly are lecturers who
are currently directly teaching at universities and colleges. The number of
researches on the application of cloud computing in education in general and
the research conducted by educational institutions and organizations in
particular is still quite modest, not really commensurate with the rapid
development of cloud computing for education. The overall research also shows
that, in Vietnam, there is currently no doctoral thesis researching on the subject:
Apply cloud computing to teaching for pedagogical students. The Research and
selective inheritance of studies related to the topic to establish theoretical basis
and model design, process of applying cloud computing to teaching in
accordance with the realistic characteristics the Vietnamese education system in


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general and the characteristics of teaching IT at pedagogical colleges in
particular is a very practical research issue, helping to comprehensively
promote the values cloud computing application in education, thus, improving
the training quality at schools.
1.2. THE CONCEPTS OF TOOL
1.2.1. Cloud computing
In this thesis, under application approach, the term cloud computing can be
interpreted as: cloud computing is a computing solution that enables the
provision of services via the Internet IT services (including: technology
infrastructure, application development platform, software) with a flexibly
upgradable manner according to user demand, saving capital investment and
time to employ technology.

1.2.2. Blended learning
Through a number of blended learning concepts developed by domestic
and international researchers, it can be seen that the blended learning has the
following features:
Firstly, on the purpose of blended learning: Supplementing one another to
help promote the advantages and overcome the disadvantages of two forms:
face-to-face teaching in class and online learning.
Secondly, on the implementation method: flexibly combine two teaching
forms: face-to-face class and distance online learning. Each instructor, based on
the teaching context, decides the ratio of online/face-to-face teaching to best
achieve the teaching goals.
Finally, on the means of teaching: Blended learning is closely associated
with IT media and Internet.
1.2.3. Cloud-based Teaching
Cloud-based teaching is a type of teaching in which teachers use
information technology services (including: technology infrastructure,
application development platforms, software) provided via the Internet to
support teaching activities for learners in one of the following forms: face-toface, online or a combination of the above two forms. Cloud-based teaching
helps educational institutions minimize technological investment costs,
infrastructure, human resources and time to deploy IT systems to support
teaching and offer teachers and learners with access to the most advanced
information technology achievements for teaching activities, thereby partly
renewing the content, methods, organizational forms of teaching and improving
educational efficiency.
In this study, "Cloud-based teaching" is interpreted conceptually


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equivalent to the term “Application of cloud computing in teaching”

1.3. OVERVIEW OF CLOUD COMPUTING
1.3.1. The history of cloud computing
The term cloud computing was born in the 1950s’ when large-scale main
frame computers were deployed in a number of educational institutions and large
corporations. Amazon provided the Amazon Web Services (AWS) platform in
2006, marking the commercialization of cloud computing. Since the beginning of
2008, Eucalyptus has been introduced as the first open source mobile platform,
compatible with AWS API. Nowadays, there are numerous cloud computing
products, such as Google App Engine, Microsoft Azure, Nimbus, ...
1.3.2. Characteristics of cloud computing
Cloud computing possesses following features: On-demand self-service;
Broad network access; Concentrate resources; Flexibility; Measurability.
1.3.3. Classifying cloud computing services
1.3.3.1. Cloud computing service implementing models
Cloud computing has the following service implementing models: Public
Cloud, Private Cloud, Hybrid Cloud, Community Cloud.
1.3.3.2. Cloud computing service providing models
Cloud computing can be divided into three service providing models,
depending on types of customers as follow, Infrastructure as a Service (IaaS);
Platform as a Service (PaaS); Software as a Service (SaaS).
1.4. APPLY CLOUD COMPUTING TO TEACHING
1.4.1. The role of cloud computing in teaching
Cloud computing service is essentially IT resources distributed over the
Internet to users, so cloud computing will fulfill the role of IT in teaching.
Accordingly, from an educational perspective, cloud computing plays the
following prominent roles: First, it is the data center; Second, it is the tool for
multimedia; Third, it is the simulation environment; Fourth, it is the connection
tool; Fifth, it is the online learning environment; Finally, it is the learning content.
1.4.2. Selecting cloud computing service models for education
1.4.2.1. Selection of cloud computing service implementing models

according to educational institution characteristics.
- Public Cloud Model: Suitable for small and medium-sized educational
institutions, with limited strength in infrastructure, capital investment, and IT
human resources.
- Private Cloud Model and Hybrid Cloud Model: Suitable for large-scale
educational institutions, with strong potentials of IT infrastructure, capital
investment, and IT human resources, as well as educational institutions oriented
in IT training and research.
- Community Cloud Model: This is an appropriate choice if the community of
educational institutions in the same development orientation has the unity to use a


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common cloud solution for educational activities of units in that community.
1.4.2.2. Selection of cloud computing service models according to
educational institution characteristics.
- IaaS model: Suitable for educational institutions with limited budget and
IT human resources to build and maintain IT infrastructure for teaching and
learning activities.
- PaaS model: Suitable for educational institutions specializing in IT
training and research. The PaaS service provides an environment on which
learners can develop, test, and deliver various applications and services.
- SaaS model: Suitable for many types of schools - from large scale to medium
and small; You can choose to apply for education quickly, simply and effectively.
However, depending on the characteristics and specific needs of the unit,
each school can choose two or even three models to apply for educational
activities in their units so as to maximize the advantage of cloud computing.
1.4.2.3. Selection of cloud computing service models according to users
in the educational system

- For teachers, learners and administrators: SaaS software service models
and IaaS infrastructure services will be the right choice for work.
- For researchers: Suitable for IaaS infrastructure services and PaaS
platform services.
- For software developers for education: PaaS platform services will be the
right choice for work.
1.4.3. Application forms of cloud computing in teaching
Basing on the concept of Cloud-based Teaching as shown in section 1.2.3
and developing 3 trends of IT application in teaching by author Hien Nguyen
Van, the dissertation proposes specific forms of cloud computing application in
teaching as follows:
Form 1: The application of cloud computing in face-to-face teaching.
This form consists of two levels. At level 1: Teaching is conducted in a
face-to-face environment, the instructor uses cloud computing to gain
information, resources, design teaching support contents, as well as to improve
professional skills; learners can participate in activities organized by teachers
with the help of cloud computing but not as a learning support tool. At level 2:
Teaching is done in a face-to-face environment. In addition to the interactions
and meanings described in form 1, learners also use cloud computing as a tool
to support their learning process.
Form 2: The application of cloud computing in online learning.
The method of applying cloud computing to teaching is associated with the
forms of teaching online. Both teachers and learners use cloud computing in
their online teaching and learning activities, rather than face to face
communication format. This method enables the organization of teaching to
take place at anytime, anywhere, however, it requires learners to be active and


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positive during the whole learning process.
Form 3: The application of cloud computing in Blended learning.
Both instructors and learners use cloud computing service in their teaching
activities in the form of combining online learning in cloud computing
environment with face-to-face teaching in class. In online learning, cloud
computing plays the role of creating an environment and providing tools to
conduct teaching activities. When face-to-face teaching is performed, cloud
computing services will become tools to support the teaching process of
teachers and learners. The dissertation employs these forms to apply cloud
computing to teaching.
1.4.4. Application models of cloud computing in teaching
1.4.4.1. The scientific basis of proposing cloud computing in teaching
(1) Applying cloud computing to teaching is a trend stemming from the
needs and practical conditions of educational institutions.
(2) TPACK model basis
(3) Interactive pedagogical basis
(4) Reversed class model basis
1.4.4.2. Models proposed
Inheriting the research of the author Hoang Le Huy (2013), the thesis proposes
the application model of cloud computing in teaching as shown in Figure 1.9


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Figure 1.9. Application model of cloud computing in teaching
With the application model of cloud computing in teaching, the technology
of cloud computing is applied in the form of combining teaching activities in an
online environment operated on the basis of cloud computing with face-to-face
teaching in classes. Particularly, cloud computing is employed in teaching
through two functions: Firstly, it is a platform to set up and operate online

teaching environment; secondly, it is a mean and a tool to support online
teaching as well as face-to-face teaching. The author uses reversed class model
as a form of blended learning.
1.4.5. Characteristics of cloud-based teaching
- Firstly, cloud computing provides teachers and learners with ability to
access and implement teaching and learning activities without limitation of
space, time and number of learners.
- Secondly, time to access technology serving teaching and learning
activities of teachers and learners is fast. Services are highly available and
requirements of equipment used for service is quite simple.
- Thirdly, cloud-based teaching helps teachers and learners have
opportunity to use services of regularly and continuously updated information
technology which assist teaching and learning activities with minimized and
economical costs.
- Fourthly, cloud-based teaching allows teachers and learners to co-work
flexibly, enhance cooperative and interactive abilities during teaching and
learning process-especially for online teaching and learning without face to face
and boost learners to be proactive in studying.
- Fifthly, cloud-based teaching helps boost usage of the latest technologies
meeting demands on education both in classes and out of classes.
- Finally, cloud-based teaching has a very close connection with Internet
quality and service providers to organize teaching and learning activities.
Therefore, it faces some typical challenges, which teachers need to pay
attention to and consider when applying this method as followings:
+ Teaching and learning activity can be interrupted because of equipment
errors, quality of Internet transmission line from both teachers and learners;
errors by service providers; changes of terms between the suppliers and users.
+ Risks of data loss can happen.
+ During online teaching process, teachers may not evaluate accurately
learning process of the learners and on the contrary, the learners may not be

aware of assigned learning tasks accurately.
1.4.6. Requirements of cloud-based teaching
This section presents the requirements for the implementation of cloud


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computing in teaching includes requirements of the school, of teachers - learners
1.4.7. The benefits and challenges of applying cloud computing in
educational facilities
1.4.7.1. The benefits of applying cloud computing in educational facilities
- Cloud computing provides features to flexibly expand and shrink with
effective costs for IT system without extra investment on infrastructure and
applications.
- Cloud computing provides the flexibility to adapt with continuous
upgrade requirements of software for teachers and learners.
- Cloud computing standardizes software, shares school applications and
eases maintenance task through giving license and centered-upgrade.
- Cloud computing allows schools to develop and implement complex IT
solutions in a quick way without in-depth specialty of IT.
- Cloud computing helps school eliminate the financial burden of pre-paid
cost for implementing new technology through pay-as-you-go model.
- Cloud computing supports many user platforms both inside and outside
school infrastructure.
- Cloud computing supports educational facilities focusing on research and
teaching goals and neglecting on the IT systems and services.
1.4.7.2. The challenges of applying cloud computing in educational
facilities
- Data security issues;
- Access control issue;

- Issues of developing regulations on using cloud computing services at
educational institutions;
- Network connection problem;
- Infrastructure dependency with educational institutions using hybrid and
private cloud implementing model.


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SUMMARY OF CHAPTER 1
Nowadays, there have been many research on the application of cloud
computing in education. In Vietnam, this research direction has also received
interest from a number of authors. However, there has not been any in-depth
study on the topic: Apply cloud computing to teaching basic informatics for
pedagogical college students.
Applying cloud computing to teaching is a trend stemming from the
demands and practical conditions of educational institutions. Cloud computingbased teaching helps educational institutions minimize investment costs on
technology, infrastructure, human resources, and time for developing IT system,
to support teachers and learners with latest IT achievements in teaching. Cloud
computing-based teaching by blending face-to-face and online forms is the way
to renovate the content, forms, and methods of teaching, thus improving the
training effectiveness in educational institutions.
Based on the research and selective inheritance of studies related to the
topic, this chapter has contributed to the development of the theoretical basis of
applying cloud computing to teaching, tailoring with the practical condition of
Vietnam including: building the concept of cloud computing-based teaching;
identifying the role of cloud computing in teaching; methods of selecting cloud
computing service models in education, forms of cloud computing in teaching.
Also, it has established the model of applying cloud computing to teaching and
identified characteristics as well as requirements for applying cloud computing

to education; benefits and challenges of applying cloud computing to
educational facilities. The research results obtained from chapter 1 are an
important premise to combine with the results of practical foundations
presented in chapter 2 for researching, designing the process of applying cloud
computing to teaching basic informatics for pedagogical college students in an
appropriate manner to improve the quality of teaching the module.


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Chapter 2: THE PRACTICAL BASIS OF APPLYING CLOUD
COMPUTING TO TEACHING BASIC INFORMATICS FOR
PEDAGOGICAL COLLEGE STUDENTS
2.1. THE PRACTICAL CONDITION OF APPLYING CLOUD COMPUTING
TO TEACHING BASIC INFORMATICS FOR PEDAGOGICAL STUDENTS
2.1.1. Field survey
2.1.1.1. The purpose of field survey
To analyze the practical condition and feasibility of cloud computing in
teaching basic informatics for pedagogical students, creating a practical basis
for the development of principles and processes of applying cloud computing to
teaching basic informatics for pedagogical college students.
2.1.1.2. The content of the field survey
- The practical condition of applying cloud computing to teaching basic
informatics for pedagogical students.
- Relevant practical conditions such as, curriculum characteristics,
infrastructure, IT human resources, and conditions of teachers and students to
evaluate the feasibility of applying cloud computing to teaching basic
informatics for pedagogical students.
2.1.1.3. The object and scale of the field survey
No.

Object

1 Students of formal pedagogical colleges who do not specialize in
informatics have completed basic informatics subject

Number of
collected votes
1323

2 IT teachers at schools

36

3 IT staff. Each school surveyed 01 key officer.

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2.1.1.4. Time and location of the survey
- Time: May and June 2018.
- Location: All pedagogical colleges in Northern midland and mountainous region.
2.1.1.5. Methods of the survey
The dissertation has employs the following methods during the field
survey: Questionnaires, In-deep Interview, Mathematical statistics.
2.1.2. The result of field survey
Despite the fact that most teachers acknowledge the important role of
applying cloud computing to teaching basic informatics for pedagogical college
students as well as its positive outcomes in education, pedagogical colleges
have not paid much attention on this issue. Specifically, most teachers have a

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proper awareness of the advantages and the necessity of applying cloud
computing to teaching basic informatics, however, in the basic informatics
training programs, most of the schools do not have specific teaching content
about cloud computing and have not yet used cloud computing software as a
learning tool for this subject. Most teachers just understand the basic concepts
and characteristics of cloud computing and have not yet applied it to teaching.
There is also a small number of teachers who said that they have made some
research and are currently applying cloud computing to their own teaching
process, however, this application is only based on these teachers’ personal
experience, instead of scientific principles and processes. Most teachers just
only apply cloud computing services to the preparation process for teaching or
simply just to explore some new thing. As for students, most of them have used
the cloud computing applications but do not know that such applications are
actually based on cloud computing. The current teaching situation shows that it
is necessary to study and propose the process of applying cloud computing to
teaching basic informatics effectively, in order to renovate the content, form and
method of teaching and improve the students’ learning efficiency in the module.
The teaching reality is necessary to study and propose the process of
applying cloud computing to teaching basic informatics effectively in order to
renovate the content, form and method of teaching and improve the students’
learning efficiency in the module
2.2. THE FEASIBILITY OF APPLYING CLOUD COMPUTING TO
TEACHING BASIC INFORMATICS FOR PEDAGOGICAL STUDENTS.
2.2.1. Characteristics of basic informatics curriculum at pedagogical colleges
It is feasible to apply cloud computing to teaching basic informatics.
Particularly, teachers can apply cloud computing to teaching basics informatics
for pedagogical students in two forms: firstly, it is used as a tool to support

teaching basics informatics for students; secondly, cloud computing is a
learning subject for students.
2.2.2. The condition of IT infrastructure at schools
The conditions of IT infrastructure and the Internet of pedagogical colleges
is suitable to deploy cloud computing application because this technology does
not highly demand team of IT human resources, servers; it just requires the
quality of the Internet connection.
2.2.3. The conditions of lecturers
The lecturer capacity of applying information technology in teaching,
personal devices and equipment owned by teachers such as computers and
smartphones that can be used for teaching allow them to be ready to deploy the


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cloud computing application in teaching.
2.2.4. The condition of students
Since the majority of students owning smartphones with regular
connection and the learning skills that have been equipped and trained in the
pedagogical environment are advantages of applying cloud computing in
studying.
From the above basis, it is unarguable: Given the characteristics of basic
informatics curriculum and related conditions on information technology
infrastructure of schools, lecturers and students, it is possible to deploy cloud
computing applications in teaching basic informatics for students at the
pedagogical colleges.
SUMMARY OF CHAPTER 2
Through studying the reality of cloud computing applications in teaching
basic informatics it can be stated:
Despite the fact that most teachers acknowledge the important role of

applying cloud computing to teaching basic informatics for pedagogical college
students as well as its positive outcomes in education, pedagogical colleges
have not been paid much attention on this issue. The reality of teaching basic
informatics at pedagogical colleges poses the need to study and propose the
process of applying cloud computing to teaching basic informatics effectively
in order to renovate the content, form and method of teaching and improve the
students’ learning efficiency in the module.
The characteristics of basic informatics curriculum and the related
conditions of the schools’ IT infrastructure, teachers and students are suitable
for applying cloud computing to teaching basic informatics for students at
pedagogical colleges.
This is an important practical basis for the research and development of
applying cloud computing to teaching basic informatics for pedagogical college
students in order to innovate the content, method and form of teaching
organization, contributing to improving the quality of learning the module for
students.


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Chapter 3: APPLY CLOUD COMPUTING TO TEACHING BASIC
INFORMATICS FOR PEDAGOGICAL COLLEGE STUDENTS
3.1. THE PRINCIPLES OF APPLYING CLOUD COMPUTING TO TEACHING
BASIC INFORMATICS FOR PEDAGOGICAL COLLEGE STUDENTS
In order to apply the model and process of applying cloud computing to
teaching basic informatics for pedagogical college students, the author relies on
the following basic principles:
3.1.1. Ensure systematic
3.1.2. Ensure practical
3.1.3. Ensure the development

3.1.4. Ensure uniformity
3.1.5. Ensure co-operation
3.1.6. Ensure integration
3.1.7. Ensure a harmonious combination between online and face-toface teaching
3.1.8. Ensure data security in cyber space.
3.2. THE PROCESS OF APPLYING CLOUD COMPUTING TO TEACHING
BASIC INFORMATICS FOR PEDAGOGICAL COLLEGE STUDENTS
Through the process of applying cloud computing to teaching presented in
chapter 1, the dissertation proposes the process of applying cloud computing to
teaching basic informatics for pedagogical students as follows:
3.2.1. Stage 1: Preparation - Orientation
3.2.1.1. Building online learning environment through cloud computing
platform
(1) Selecting cloud computing service suitable to characteristics of
pedagogical colleges for teaching: despite of having limited IT infrastructure
and human resources, teachers and students are in good connection with the
internet; the internet is widely covered both in school and residential area. That
is the reason why cloud computing is the best choice, given the practical
condition, to implement teaching applications as below.
No. Service model
1 Cloud computing service provider
2 Cloud computing service implementation

Appropriate selection
SaaS
Public cloud

(2) Selecting specifics cloud computing service provider for teaching:
The thesis proposes a list of SaaS cloud computing services which are suitable
for applying in teaching basic informatics for pedagogical college students.

(3) Apply the selected cloud computing service to create online
learning environment: teachers employ the selected cloud computing service


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to create online classroom for teaching activities.
3.2.1.2. Creating lesson plan
(1) Allocate teaching contents into each environment
First, with the lesson content, the lecturer analyzes the lesson content to
identify and design the corresponding teaching activities on two environments:
online and face to face in class.
(2) Design teaching contents suitable to each environment
This includes goals, relevant requirements to prepare, teaching and assessing
activities on learners for online and in-class environments accordingly.
3.2.1.3. Design materials for teaching
In this step, teachers design the following types of materials for teaching:
Documents guiding the way of learning according to the process of using
cloud computing in teaching; A manual of using cloud computing tools to learn
in online and face-to-face environments; Basic informatics lectures video/slide
forms; References of basic informatics related to the lesson; basic informatics
tests; Questionnaires on information about the teaching process
3.2.1.4. Prepare facilities for teaching
From the established teaching plan, teachers prepare necessary facilities to
serve the teaching organization. Some essential conditions are: Computers,
mobile devices with Internet connection to organize teaching in cloud
environment. Computer room with Projector and internet-connected computers,
personal mobile devices connected to the Internet to organize face-to-face
teaching in class
3.2.1.5. Implement learning-oriented activities

Teachers introduce to learning plans; instruct ways to study (tasks to be
carried out, methods to conduct, requirements to be achieved, time allocation),
some basic skills to manipulate cloud computing tools for learning basic
informatics both online and face to face; answer, discuss, and explain confused
issues to students.
3.2.1.6. Experiment
Teachers run a trial test on the online classroom system and the constructed
resources for basic informatics. They consult experts and experienced colleagues
and make timely adjustments (if necessary) before conducting the teaching.
3.2.2. Stage 2: Organize teaching
This stage implements lesson plans created in stage 1.
3.2.2.1. Online teaching via cloud computing environment
Activity 1 Log on the online classes
Activity 2 Teachers give out online learning tasks to students


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Activity 3 Students carry out learning tasks
In this period, students actively learn and perform assigned learning tasks;
Teachers supervise and support students in learning. In the proposed teaching
process, self-study activities of students in cloud environment have a decisive
influence on the effectiveness of face-to-face learning activities. Therefore,
during the process of online learning, teachers should pay attention to regularly
access the system to supervise, support and urge students along their learning
process, ensuring that all students in the class complete the online learning task
before moving into face-to-face teaching.
3.2.2.2. Face-to-face teaching with the support of cloud computing
This is the second step of the teaching process. This step is associated with
the teaching practice of schools by the face-to-face teaching process between

teachers and students, which is conducted according to subject curriculum. With
the characteristics of the basic informatics module: The practical sessions are
usually arranged immediately after the theory period right in the same class.
Therefore, we designed the teaching procedure for general informatics face with
the support of cloud computing as follows:
(1) THEORETICAL TIME (Duration: 01 credits)
Activity 1: Teachers evaluate self-study results of students
Activity 2: Teachers organize for students to report and comment on
individual assignments
Activity 3: Teachers explain questions related to new lesson knowledge
Activity 4: Teachers arrange students for discussion to expand knowledge.
Activity 5: Teachers help students to systemize new acquired knowledge by
mind map.
(2) PRACTICAL TIME (Duration: 02-03 credits)
Activity 1: Teachers brief practical tasks for students
Activity 2: Students practice in group to complete products
Activity 3: Students discuss and agree on how to report products
Activity 4: Teachers set up students to report/comment on practical products.
Activity 5: Teacher summarizes the lesson and assigns self-study tasks of
the new lesson.
3.2.3. Stage 3: Assessment - Completion
3.2.3.1. Assessment
(1) Assess learning results
Teachers assess learning results through the end-of-chapter and end-ofsubject tests.
(2) Assess learning process
Teachers assess the whole teaching process of the basic informatics lesson
through notes, observation combined with colleague discussion; getting student


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feedback by Google Forms.
3.2.3.2. Modify and improve teaching process
From the evaluation results obtained in step 1, teachers learn by xperience,
adjust and improve lesson plans in the spirit of promoting positive aspects that
have brought about efficiency for the teaching process and overcome hort
comings still affect the quality of teaching.
3.3. EXAMPLES OF CLOUD COMPUTING APPLICATION IN TEACHING
FOR STUDENTS OF PEDAGOGICAL COLLEGES
3.3.1. Overview of illustrative example
...The thesis uses the details of basic informatics module of Thai Nguyen
College of Education as a basis for designing illustrative examples of cloud
computing application in teaching basic informatics for pedagogical college
students. Particularly, the thesis illustrates the process of applying cloud
computing to teaching basic informatics for pedagogical college students through
a teaching plan designed for the topic: 4.2.2. Building the content of the
presentation, in Chapter 4: Using basic slideshows. The topic includes 2 lessons:
Lesson 1. Insert and manipulate text, tables, graphic objects, diagrams.
Lesson 2. Insert and manipulate charts, sound effects and links.
3.3.2. Illustrated teaching plan
This section details teaching plan Lesson 1: Insert and manipulate text,
tables, graphical objects, diagrams.
Teaching plan Lesson 2: Insert and manipulate charts, sound effects and
links, are presented in the appendix of the thesis.
3.4. EXPERIMENT - ASSESSMENT THE PROCESS OF APPLYING
CLOUD COMPUTING TO TEACHING BASIC INFORMATICS FOR
STUDENTS OF PEDAGOGICAL COLLEGES
3.4.1. The purpose, object and methods of experiment
3.4.1.1. The purpose of experiment
The purpose is to verify the correctness posed by the scientific hypothesis

of the dissertation: A well-designed and proper application of cloud computing
in teaching basic informatics on pedagogical students would improve their
learning outcomes.
The specific purpose of testing is to assess the correctness and feasibility of
the content proposed in the thesis on the theory of cloud computing application
in teaching; the process of applying cloud computing to teach basic informatics
for students of pedagogical colleges.
3.4.1.2. Experimental methods
To test the scientific hypothesis, the topic used two testing methods: SM
and PEM method. The dissertation also uses mathematical statistics method to


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calculate test results.
3.4.1.3. The object of experiment
- With pedagogical experiment method (PEM), due to the actual training
scale of current pedagogical students, the number of students participating in
the experiment is somewhat inadequate. PEM only works at Thai Nguyen
College of Education with students of Early Childhood Education and Primary
Education faculties.
- With specialized methods (SM), the dissertation consulted teachers with
qualifications and experience in research, teaching on IT, and Education at a
Pedagogical University and a College.
3.4.2. Experiment by pedagogical practical method
3.4.2.1. Time and location of the experiment
The author conducted the experiment at Thai Nguyen College of Education
in November and December 2018.
3.4.2.2. The content of the experiment:
The author conducted pedagogical experiment on the topic: Developing the

content for presentation under the chapter Using basic slideshow of basic
informatics module
3.4.2.3. Methods and techniques
1) The process of experiments
Step 1: Select experimental objects.
Step 2: Choose an experimental teacher.
Step 3: Training for experimental teachers and experimental students.
Step 4: Implement teaching according to the designed lesson plan.
Step 5: Assess and evaluate the results of experiments.
2) Processing the experimental results
(a) Methods and criteria for quantitative evaluation
Evaluating student results through post-graduation integrated assignment;
using Microsoft Excel to process data.
Step 1: compare the results of control and experimental classes by
calculating and analyzing typical statistics including: mean scores, standard
deviation, mode, variance, coefficient of variation, frequency.
Step 2: verify the mean scores of control and experimental classes
The dissertation employs the independent t-test to determine whether the
deviation between the mean scores of two classes appears randomly or not.
Step 3: verify the variance of scores in control and experimental classes.


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Perform analysis of variance (ANOVA) to compare the differences among
variances of scores in control and experimental classes, accordingly, confirming
the positive outcomes of the experiment’s data.
(b) Qualitative assessment method
Through observing control and experimental classes couples with
surveying and interviewing students to evaluate the activeness, motivation,

interests, and collaborative spirit of students in class.
3.4.2.4. Results of pedagogical practical method
1) Quantitative assessment
In order to confirm the quality of pedagogical experiment, the dissertation
processes the mathematical statistics of scores in control and experimental
classes as below:
Table 3.6. Statistics of scores after the experiment
Values
Mean scores
Mode
Variance
Standard deviation
Coefficient of variation

Control class
5.93
5 và 6
1.16
1.08
18.17%

Experimental class
6.91
6 và 8
1.80
1.34
19.43%

It can be seen that the average score of students in the experimental classes
is higher than that in the control classes with the deviation of 0,98. Mode values

in control class are 5 and 6 (same frequency 34,9%) while the corresponding
values in experimental class are 6 and 8 (same frequency 23,3%). The standard
deviation and coefficient of variation of scores in the two classes are slightly
different with the higher belongs to experimental class. This proves that
students in experimental class better results than those in control class (37,3%
of students in experimental class got excellent scores compared to 11,6% of
control class). This analysis confirms that after the experiment students in
experimental class perform the test better than those in control class.
* Using the independent t-test to determine whether the deviation between
the mean scores of two classes appears randomly or not.
In order to verify the mean scores of experimental and control classes,
there are two hypotheses: Hypothesis H0 “the mean score deviation of
experimental class higher than that of control class is statistical meaning, not
random”; hypothesis H1 “the mean score deviation of experimental class higher
than that of control class is not statistical meaning, and it happens randomly”.
Apply TTEST function in Excel to calculate p- random probability with tail = 1
and type = 3, then p = 0,00018 < 0,05. This proves hypothesis H 1 is incorrect
and H0 = is correct which means “the mean score deviation of experimental
class higher than that of control class is statistical meaning, not random”
* Using ANOVA to verify the variance of scores in control and
experimental classes.


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In order to verify the variance of scores experimental and control classes,
there are two hypotheses: Hypothesis HA “applying and not applying cloud
computing to teaching give the same results in experimental and control classes”;
hypothesis HB: “applying and not applying cloud computing to teaching give
different results in experimental and control classes”. Using standard F to verify

the hypotheses in MS Excel. The analysis of variance gives F (hypothesis testing
value) = 13,85 > F crit (critical value) = 3,954568. Therefore, hypothesis HA is
rejected, and HB is accepted: “applying and not applying cloud computing to
teaching give different results in experimental and control classes”. Or to be more
specific, the learning results of the experimental classes are better than the control
classes due to the positive impact of applying cloud computing to teaching.
2) Qualitative assessment
The qualitative assessment showed that teaching basic informatics for
students in experimental classes applied cloud computing-based teaching
promotes students to develop their centered role in teaching - learning activities, in
which students have the opportunity to participate in learning activities at anytime,
anywhere, helping to develop students' ability to self-study and cooperative
learning; moreover, it encourages students to be proactive and positive in creating
plans and performing learning tasks, thus improving the results and quality of
learning basic informatics module in particular as well as raising awareness and
the capability of using cloud computing for teaching and learning activities.
3.4.3. Assessing by specialized method
3.4.3.1. The content of experiment
The test content includes the central parts of the thesis content: The
rationale of applying cloud computing to teaching; model, process of applying
cloud computing to teaching; the process of applying loud computing to teach
basic informatics for pedagogical college students.
3.4.3.2. Methods and techniques
1) Preparation
- Prepare a summary of the main content in the dissertation that needs to be
assessed by experts;
- Prepare a form for expert opinion
2) Asking for expert comments:
- Send documents summarizing the main content of the thesis and a
questionnaire sheet for experts via Email or send directly.

- Collect and process feedbacks in opinion forms.
- Consult with some experts on issues related to the content of the
questionnaire sheet.
3) Data processing techniques and tools
- Gathering opinions using questionnaires on contents that need to be
consulted with 3 levels of evaluation;


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- Levels of suitability: unsuitable, suitable, strongly suitable;
- Levels of feasibility: unfeasible, feasible, strongly feasible;
Processing statistics using Google Sheets.
3.4.3.3. Comments of experts
- The content proposed in the thesis on the theoretical basis of applying
cloud computing to teaching and its application in teaching basic informatics
for pedagogical college students basically ensures science, suitability and
feasibility. Cloud computing service providing and implementing models as
well as SaaS proposed to apply in teaching basic informatics for pedagogical
students are appropriate to practical condition in pedagogical colleges.
- The model and process of applying cloud computing is highly
comprehensive and suitable to apply to many learning objects (university and
college students) as well as informatics and technical modules. However, it
needs more time and effort when applying to build the process of teaching basic
informatics, Computer Science and other technical modules. The
implementation must be serious, positive and flexible in building process.
- The teaching process is suitable with the content and curriculum of basic
informatics module at pedagogical colleges. However, when applying to the practice
of each specific school, it is necessary to consider the application and adjustment (if
necessary) flexibly the teaching plan to best suit the practical conditions and

curriculum of each school, ensuring the achievement of teaching objectives.
- Applying cloud computing to teaching basic informatics will create
interests in learning and give students the opportunity to fully develop their
learning capacity in both environments: online and face-to-face classes, thereby
helping to improve students' learning outcomes and skills in using IT in order to
meet the requirements of the fourth industrial revolution.
SUMMARY OF CHAPTER 3
Applying cloud computing to teaching basic informatics for pedagogical
students is a solution to innovate teaching contents, forms, and methods; it
improves the quality and effectiveness of teaching the module. Based on the
theoretical basis in chapter 1 and practical basis in chapter 2, the dissertation
has defined, created principles and proposed the detailed process of applying
cloud computing to teaching basic informatics including three stages:
Preparation and orientation; organize teaching; assessment and completion.
The results of pedagogical experiment show that applying cloud
computing to teaching basic informatics for pedagogical students has gotten
positive outcomes. The result of different experiment methods indicates
students in experimental classes got better results than those in control classes.
This proves that applying cloud computing to teaching partially improves
studying quality in students. The experiment also points out, in order to


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effectively applying cloud computing to teaching basic informatics, teachers
needs to endeavor in designing lessons, master and employ lessons oriented
cloud computing application. Their lesson plans should be suitable with
practical conditions and curriculums of each specific school, thus ensuring the
achievement of teaching goals.
The specialized method indicates proposed contents on the theoretical

basis of applying cloud computing to teaching and its application in teaching
basic informatics for pedagogical students ensures the science, suitability, and
feasibility. Could computing application model is highly comprehensive and
suitable for various groups of learners (especially university and college
students) as well as informatics and technical modules. Applying cloud
computing to teaching basic informatics promotes interests in students, thus
fostering their full studying potentials.
CONCLUSION AND RECOMMENDATIONS
I. Conclusion
1.1. Applying cloud computing to teaching is a trend stemming from the
demands and practical conditions of educational institutions. Cloud computingbased teaching helps educational institutions minimize investment costs on
technology, infrastructure, human resources, and time for deploping IT system,
to support teachers and learners with latest IT achievements in teaching. Cloud
computing-based teaching by blending face-to-face and online forms is the way
to renovate the content, forms, and methods of teaching, thus improving the
training effectiveness in educational institutions.
1.2. Applying cloud computing to teaching is an important research field in
terms of both theoretical and practical aspects, however, it has not been
systematically studied in Vietnam. The thesis has contributed to the
development of the theoretical basis of applying cloud computing to teaching
tailoring with the practical condition of Vietnam including: Building the
concept of cloud computing-based teaching. Identifying the role of cloud
computing in teaching; methods of selecting cloud computing service models in
education, forms of cloud computing in teaching. Also, it has established the
model of applying cloud computing to teaching and identified characteristics as
well as requirements for applying cloud computing to education; benefits and
challenges of applying cloud computing to educational facilities.
1.3. The field survey shows that although most teachers acknowledge the
important role of applying cloud computing to teaching basic informatics for
pedagogical college students as well as its positive outcomes in education,

pedagogical colleges have not been paid much attention on this issue. Therefore, it
is necessary to study and propose the process of applying cloud computing to
teaching basic informatics effectively in order to renovate the content, form and