Information and Communication Technology in Teacher Education in Vietnam: From Policy to Practice

Autor/inn/en	Peeraer, Jef; Van Petegem, Peter
Titel	Information and Communication Technology in Teacher Education in Vietnam: From Policy to Practice
Quelle	In: Educational Research for Policy and Practice, 11 (2012) 2, S.89-103 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-2081
DOI	10.1007/s10671-011-9106-9
Schlagwörter	Foreign Countries; Developing Nations; Teacher Education; Educational Innovation; Policy Analysis; Guidelines; Educational Technology; Master Plans; Teaching Methods; Technology Integration; Government Role; Questionnaires; Access to Computers; Technology Uses in Education; Technology Planning; Institutional Mission; Program Implementation; Educational Development; Educational Policy; Program Effectiveness; Schools of Education; Vietnam + Suchen Sie Ihr Suchwort? Ausland; Developing country; Developing countries; Entwicklungsland; Lehrerausbildung; Lehrerbildung; Instructional innovation; Bildungsinnovation; Politikfeldanalyse; Richtlinien; Unterrichtsmedien; Produktionsplanung und -steuerung; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bildungsentwicklung; Politics of education; Bildungspolitik; Erziehungswissenschaftliche Fakultät
Abstract	During the school year 2008-2009, the Ministry of Education and Training of Vietnam launched the "Year of ICT" to produce a breakthrough in educational innovation. In light of this development we have carried out a policy analysis to study the national vision on ICT in education. The policy analysis takes into account a decade of governmental policy guidelines on ICT and education, starting from 2000--the year that the Ministry announced its Master Plan for ICT in education. A critical analysis puts rationales in perspective. Exploratory analysis at the level of five provincial teacher education institutions sheds light on the impact of these guidelines in teacher education. 783 educators completed a self-report questionnaire addressing factors of access, capacities and actual use of ICT in teaching practice. To assess the adopted discourse and operational planning, technology plans of the different institutions are analyzed. It is argued that unbalanced operational planning in the technology plans led to a gap between the current rhetoric in policy guidelines, vision statements of the institutions and the reality in teaching practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10