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Số người truy cập: 107,119,875

 ICT CAPACITY OF YOUNG LEARNERS IN VIETNAM UNDER THE LENS OF ACTIVITY THEORY
Tác giả hoặc Nhóm tác giả: Pham Thi To Nhu; Huynh Ngoc Mai Kha
Nơi đăng: INTERNATIONAL INSTITUTE OF ENGINEERS AND RESEARCHERS; Số: 1;Từ->đến trang: 1-4;Năm: 2023
Lĩnh vực: Giáo dục; Loại: Báo cáo; Thể loại: Trong nước
TÓM TẮT
This study examines the ICT capacity of young learners in Vietnam and the factors that affect their engagement in ICT activities, using Activity Theory as a theoretical lens. A mixed-methods approach was used, including surveys, observations, and interviews, to collect data from a sample of primary school students in Vietnam. The findings indicate that while the learners demonstrated basic ICT skills, their engagement in ICT activities varied depending on their prior knowledge and experience with ICT, their socio-economic background, and the availability of ICT resources in their learning environment. The analysis of the data using Activity Theory revealed the complex interactions between the learners, the ICT tools, and the broader socio-cultural context in which they learn ICT. The study contributes to the literature on ICT integration in education by providing insights into the ICT capacity of young learners in Vietnam and identifying the factors that affect their ICT learning process. The findings can inform the design of effective ICT integration strategies that take into account the learners' socio-cultural context and their motives for learning ICT.
ABSTRACT
This study examines the ICT capacity of young learners in Vietnam and the factors that affect their engagement in ICT activities, using Activity Theory as a theoretical lens. A mixed-methods approach was used, including surveys, observations, and interviews, to collect data from a sample of primary school students in Vietnam. The findings indicate that while the learners demonstrated basic ICT skills, their engagement in ICT activities varied depending on their prior knowledge and experience with ICT, their socio-economic background, and the availability of ICT resources in their learning environment. The analysis of the data using Activity Theory revealed the complex interactions between the learners, the ICT tools, and the broader socio-cultural context in which they learn ICT. The study contributes to the literature on ICT integration in education by providing insights into the ICT capacity of young learners in Vietnam and identifying the factors that affect their ICT learning process. The findings can inform the design of effective ICT integration strategies that take into account the learners' socio-cultural context and their motives for learning ICT.
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