THE UNIVERSITY OF FOREIGN LANGUAGES STUDIES
FACULTY OF ENGLISH
Research Proposal
TITLE OF THE RESEARCH PROPOSAL
Subject Area:
…
Student’s Name:
Nguyen Van A
Class: ….
Supervisor’s Name:
Ho Van B
Da Nang
201…
Research Proposal
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RESEARCH PROPOSAL
Name: NGUYEN VAN A
Topic: INTEGRATING ICT INTO FOREIGN LANGUAGE COURSES AND
STUDENTS’ CHARACTERIZATION OF THEIR LEARNING WITH ICT
ABSTRACT
In education, integrating Information and Communications Technology (ICT) into classrooms
is advocated as a way to enhance teaching and learning. Most studies of ICT-integrated instruction
focus on the potential of ICT in promoting the process of teaching and learning, and the impacts of
ICT on students’ outcomes or motivation.
However, little is known about how ICT is integrated in a
language
course in a comprehensive way and students’ perception of aspects of ICT integration that
help them learn. This study will draw from
constructivism and Bloom’s
(1964) cognitive taxonomies to
describe ICT-integration as an effective way of instruction for foreign language learning. This case-
study research will investigate one teacher’s eff
orts to integrate ICT into an English course and the
student’s characterizations of the ICT integration
aspects which are beneficial to their learning.
Results and analysis from the research will provide an insight into how a range of ICT applications
and activities can be incorporated into a whole language course. Further, the study will point out
students’
characterization of productive aspects of ICT-integrated instruction. Also, strategies and
implications for teaching and learning with ICT will be discussed.
Chapter 1. INTRODUCTION
Currently, the emergence of new educational technologies has dramatically
influenced the process of instruction at schools and universities. As a component of new
educational technologies, Information and Communications Technology (ICT) has been
increasingly used for teaching and learning (Harrison et al., 2002, p.5; Newhouse, 2002,
p.3). Although schools have made significant progress in helping teachers to use basic ICT
tools such as word processing and databases, teachers still struggle with integrating
technology into the curriculum. While most studies place great focus on ways ICT can help
with the instructional process and the effects of ICT use on teaching and learning, little
empirical work has explored how teachers integrate ICT into a whole course successfully. In
addition, few studies investigate language students’ responses to ICT
-integrated instruction
and its relationship to learning. Through a qualitative case study, this research will address
teachers’ concerns about productive use of ICT applications and activities for their courses,
Research Proposal
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and offer
students’ characterizations of ICT
-integration aspects that help them learn. The
study can be particularly useful for teachers of foreign languages because it will be
conducted in a Vietnamese educational context where English is learnt and used as a foreign
language.
The research aim
The aim of this study is to use a case study to investigate particular strategies to integrate
ICT into a comprehensive language course and examine
the students’ characterizations of
the aspects of ICT-integrated instruction that hinder or help them learn. The study will be
significant for teachers, especially foreign language teachers, who wish to use ICT for
enhancing teaching and learning.
Limitations of the research
The study focuses on teacher’s strategies for integrating ICT into language courses
in a
comprehensive way and the stu
dents’ perceptions of their ICT
-assisted learning. The
research is limited to foreign language teaching at tertiary level only. The study will not look
at ICT integration into discrete lessons or units. Additionally, the research will not cover the
issues of ICT use in education.
Chapter 2. REVIEW OF RELEVANT LITERATURE
Theoretical framework for study of ICT-integrated teaching and learning
In educational context, the integration of ICT into teaching and learning has been the
focus of various studies of pedagogic approaches and educational technology. Almost all
teachers who advocate teaching with ICT have the view that learning needs to be more
informed by constructivism (Clouse & Nelson, 2000, p. 289). As an ontology,
constructivism has its roots in the psychology-based traditions going back to Bruner (1962;
1966), Piaget (1970) and Vygotsky (1978). It is fundamentally an epistemology that has had
great impacts on teacher
s’ conception of learning.
According to Newhouse (2002, p.8),
although no fixed definition of constructivism has been given, there is a common element in
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the belief among teachers that knowledge is constructed out of personal sets of meanings or
conceptual frameworks based on experiences encountered in relevant environments. People
interact with their environment and as a result develop conceptual frameworks to explain
these interactions and assist in negotiating future interactions. As Perkins (1992) puts it,
Central to the vision of constructivism is the notion of the organism as “active” – not
just responding to stimuli, as in the behaviourist rubric, but engaging, grappling, and
seeking to make sense of things. (p. 49)
Teachers who believe in constructivism should be concerned with personal conceptual
frameworks, prior knowledge, stu
dents’ understandings, the relationship of formal
knowledge to spontaneous frameworks, and the attitude of the learner to formal knowledge
(Osborne & Wittrock, 1985, p.59; von Glasersfeld, 1991, p.14). In teaching with ICT, both
the knowledge frameworks of students (prior knowledge) and of the knowledge domains
relevant to the learning activities must be considered in the integration of ICT (Newhouse,
2002, p.8). It is argued that the appropriate use of ICT by students can assist teachers in
determining and catering for the prior knowledge of students. Furthermore, ICT can assist
students in engaging cognitively to a greater depth with knowledge domains. This means
that students are supported in employing the full range of thinking skills within authentic
contexts. In this aspect, the following cognitive taxonomies provided by Bloom (1964) is
found very useful:
Knowledge: The learner must recall information (i.e. bring to mind the appropriate
material).
Comprehension: The learner understands what is being communicated by making use of
the communication.
Application: The learner uses abstractions (e.g. ideas) in particular and concrete
situations.
Analysis: The learner can break down a communication into its constituent elements or
parts.
Synthesis: The learner puts together elements or parts to form a whole.
Evaluation: The learner makes judgments about the value of material or methods for a
given purpose.
In terms of creating constructivist learning environment, the U.S.A. Committee on
Developments in the Science of Learning (2000, pp. 23-25) offer the four interrelated
attributes as follows:
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1. Schools and classrooms must be learner centered (p. 23).
2. To provide a knowledge-centered classroom environment, attention must be given
to what is taught (information, subject matter), why it is taught (understanding), and
what competence or mastery looks like (p. 24).
3. Formative assessments
–
ongoing assessments designed to make students’ thinking
visible to both teachers and students are essential. They permit the teacher to grasp
the
students’
preconceptions,
understand
where
the
students
are
in
the
“developmental corridor” from informal to formal thinking, and design instruction
accordingly.
In
the
assessment-centered
classroom
environment,
formative
assessments help both teachers and students monitor progress (p. 24).
4. Learning is influenced in fundamental ways by the context in which it takes place.
A community-centered approach requires the development of norms for the
classroom and school, as well as connections to the outside world, that support core
learning values (p. 25).
In order to address these challenges of establishing and sustaining constructivist learning
environment, ICT-using teachers are advised to use such strategies as real world problems,
scaffolding, feedback and guidance, local and global communities, and extending teacher
learning (Committee on Developments in the Science of Learning, 2000, p.15). The
aforementioned theoretical frameworks can help to guide teachers to implement ICT
integration to support high quality learning environments.
Review of related literature
Many studies have explored the potential and the impacts of ICT on teaching and
learning. Particularly,
the “Teachers and technology” research
showed that the use of ICT
encourages teachers to employ student-centered approach which involve students in
conducting their own scientific inquiries or engaging in collaborative activities rather than
such traditional activities as drill and practice for mastery of facts (Teachers and technology,
1995, pp.1-9). Moreover, teaching with ICT can cause myriad changes that ultimately
redefine teachers’ roles
, such as facilitators, coaches, guides, resource managers, observers
and evaluators (Teachers and technology, 1995, p.49). Findings from this study also
indicated that ICT integrated instruction caused
change in students’ learning approach from
passive learners to active learners (Teachers and technology, 1995, p.52).
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Another study by Shneiderman et al (1998) looked at how the use of ICT could
create new forms of teaching and learning. Their research found that teachers could use ICT
for collaborative teaching and learning such as teamwork, exchange projects, and pen pal
exchange by means of the Internet, school intranet, and telecommunication (Shneiderman et
al., 1998, p.26). In this course of studying, Harrison et al (2002) examined ICT applications
for structuring out-of-school study activities. Furthermore, their survey showed various
computer skills that students used to complete their learning tasks, such as using search
engines to find appropriate websites, downloading information found on the Internet,
transferring information into other software applications and using certain presentation
applications to present their works (Harrison, 2002, p. 27).
The CEO report (2001, p.9) revealed that ICT-using students were more directly
engaged in their educational process by being able to define individual objectives, and create
accountability plans to reach the objectives. This report on the impact of ICT in education
also found that ICT integration enabled teachers to augment curriculum with authentic tasks
and timely study of real world events, which is claimed to be “one of the most dramatic
ways education technology can make learnin
g more dynamic and engaging” (
The CEO
report, 2001, p.9).
Specific studies (ICTs for learning, 2004; Lankshear et al., 2000) on the instructional
activities associated with ICT integration found that teaching with ICT offers students a
broad range of learn
ing activities necessary for their future jobs, such as students’ extending
their research to include a variety of information sources; drawing upon multiple ways of
representing events, perspectives and interpretations; evaluating which materials work best
for the presentation required; and then synthesizing this material into a cogent multimedia
message.
In the research “Models for integrating technology in higher education”, MacKinnon
and Williams (2006) described how various ICT applications had been introduced in three
science classrooms in Canada. The research involved qualitative interviews and electronic
surveys of students’ impressions of the learning environment in which a combinations of
ICT tools were combined to promote educational objectives. The authors revealed that while
the students appreciated most of the technologies used in the course, particular technologies
were less useful (MacKinnon & William, 2006, p.27). The research findings also indicated
that combinations of quantitative and qualitative interview of students could help teachers
discard unproductive ICT applications to improve the quality of the courses(MacKinnon &
William, 2006, p.29)..
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In Malaysia, Samuel and Bakar (2006) conducted a qualitative study to find out the
extent of ICT integration among English option teachers. The study demonstrated that ICT
integration was poorly implemented because of several factors, such as a lack of
infrastructure facilities, inadequate ICT skill training for teachers, fears and indifferent
attitude of the teachers (Samuel & Bakar, 2006, pp. 5-10). The study confirmed that schools
with very good ICT resources achieved better results in English than schools with poor ICT
(Samuel & Bakar, 2006, p.9).
So far, few studies have investigated ICT-integrated instruction in foreign language
classroom
context. Also, teachers’ concerns about how to integrate ICT into a
language
course in a comprehensive way
and students’ characterization of their learning with ICT
provide an impetus for me to conduct this study.
The Research Questions
The central question of this research is as follows:
How is ICT integrated into a whole language course so that it meets the course objectives
and fosters students’ learning?
The study will also be guided by the following specific questions:
1.
What ICT applications and ICT-integrated activities are actually used in a
comprehensive language course?
2.
How do the students describe their learning with ICT integration?
3.
What aspects of ICT-integrated instruction do the students say hinder or help their
learning?
Chapter 3. RESEARCH DESIGN AND METHODOLOGY.
Research Design
This study will use a qualitative, case study research design. The case study is an
extensively used approach to sociology. A case study can be defined as an empirical inquiry
that investigates a contemporary phenomenon within its real-life context, when the
boundaries between phenomenon and context are not clearly evident, and in which multiple
sources of evidence are used (Yin, 1994, p. 13).
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There are several reasons why the case study method is appropriate for this study.
First, the case study will enable me to effectively deal with the type of question posed in the
research. As noted by Yin (1994, p. 20), the case study is suitable when a “how” or “why”
question is being asked about a contemporary set of events, over which the investigator has
little or no control. It should be noticed that my research question is concerned with how ICT
is integrated into a whole language course so that it meets the course objectives and how the
students describe their learning with ICT. Also, I do not intend to have control over the study
samples, such as the teacher, the students or the course being studied. Additionally, a
number of the basic features of the case study make it an appropriate method for this
research. These include:
A case study is an intensive analysis of one or several exemplary events; decisions or
sets of decisions; programs; institutions; or communities (Punch, 1998, p. 150). In
this research, analysis will focus on how a teacher integrates ICT into his / her
language course to foster students’ learning.
A case study generally focuses on a case that exemplifies some particular set of
processes or outcomes that illustrates a broader argument or conclusion derived from
the literature or from theory (McNabb, 2004, p. 358). My research will emphasize on
a course that represents a comprehensive ICT-integrated instruction in classrooms.
Results from the study can help to develop particular framework or models for
conducting a language course with ICT.
Case studies can involve a wide range of data collection and analytic methods,
including participant observation, interviews, document analysis, as well as
quantitative methods, including surveys, content analysis and statistical analysis
(Punch, 1998, p. 153; Yin, 1994, p. 20). This research will employ various data
collection techniques, such as observations of classroom meetings, semi-structured
interview with the teachers about teaching approaches and strategies, questionnaire
responses from the students. These data will be inductively analysed. Furthermore,
the research will involve document analysis based on the collection of the teacher’s
lesson plans.
The Study Sample
In this study, purposeful sampling method will be employed. I will seek out settings
and individuals where the process being studied are most likely to occur. The site of this
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study will be at a foreign language college in Vietnam where several teachers are conducting
ICT-integrated courses and willing to participate in the study. The sample population will be
one ICT-using teacher who is in charge of an English course and about 70 language students
in this course. The reason for choosing an English course as a sample is that English is the
most popular foreign language to be learnt in Vietnam and more English teachers are
engaged in incorporating ICT into their teaching. The course being studied here will qualify
as an extreme case, that is, a site that is most likely to exemplify the phenomenon of interest.
I will choose a course which is a clear example of ICT-integrated instruction. To be specific,
the teacher selected as a sample for the study should be knowledgeable about teaching with
ICT and committed in integrating ICT into classrooms. Also, most of the teaching and
learning activities are involved in ICT applications. As for the participants, of the 70
students chosen as candidates for this study, it is likely that a small proportion are unlikely to
accept the invitation to become involved. This leaves a field of approximately 50 students.
The selected teacher and students will provide the initial sample data. Subsequent
data collection will be guided by the theoretical sampling principle of a case study. Where
necessary, additional data will be gathered by further data collection methods such as
interviews and questionnaires if theoretical saturation on any particular category has not
been achieved at an earlier stage. In this study other decisions about the sampling process
will be made during the research process itself as it is hard to make a full plan for theoretical
sampling before the study commences.
In this research, the key variables collected for the analysis will include:
4.
Strategies for ICT integration: Ways that the teacher use for infusing ICT as a
teaching and learning tool in the course.
5.
Learning-enhanced ICT integration: The use of ICT applications and activities that
enhance students’ learning.
6.
Unproductive ICT integration: The ICT applications and activities that hinder
students’ learning.
Data collection
Data-gathering methods for this study will include participant observations, semi-
structured interview, questionnaire responses from students, and discourse analysis of the
teacher’s lesson plans.
The multiple data collection methods are used for triangulation to
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improve the accuracy and reliability of the research (Neuman, 2006, p. 149). The data will
be gathered from the initial sample group as outlined below.
–
Participant observations: 30 – 45 hours (a whole course in Vietnam usually takes
between 30 and 45 hours for 15 weeks), January 2007
–
April 2007.
–
Semi-structured interviews : 60 minutes, February 2007.
–
Questionnaire:
10
–
12 questionnaire items, April 2007.
–
Document analysis: ICT-integrated lesson plans prepared by the teacher, April 2007.
The data gathering and analysis will be tightly interwoven processes in the sense that data
analysis guides future data collection. Therefore, changes may be made to this provisional
timetable if the analysis of data collected early during the writing course indicates a need to
adopt a different sequence of data-gathering processes.
In the participant observations at each class meeting, the use of ICT applications and
instructional activities will be observed, and field notes will be compiled from the
observations. Also, the semi-structured interviews will be used as the primary means of data
collection. An arrangement will be made to interview the teacher after about one month of
observing the class. This interviews will be 60-minute long, tape recorded, and transcribed.
The interviews will be structured to gather data about the
teacher’s
principles for ICT-
integrated instruction, what the teacher does to teach with ICT, and how ICT integration
meets the course aims and objectives. Based on the interview proceeding, a wide possible
range of questions associated with ICT-integrated teaching and learning will be raised to
obtain responses from the teacher. The research questions will guide the data-gathering
process. The questionnaire will be used to gather data about
the students’ perceptions of their
ICT-assisted learning. The questionnaire will contain from 10 to 12 items. The questionnaire
is intended to ask students to (a) give a general comment on the integration of ICT in the
course; (b) describe their participation in class activities; (c) describe their engagement in
ICT-integrated learning; (d) note whether ICT integration in the course helps or hinders their
learning; and (e) explain how. Other questions to be included in the questionnaire will be
about the students’ age, sex, fluency in
language skills, and competence in using ICT
applications, especially computers. In addition, the structure and content of subsequent
interviews or questionnaires will be determined after the data analysis process has
commenced. Every effort will be made to ensure that the teacher and the students are
comfortable with the data collection techniques and that they are clear about the purposes of
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the data-gathering procedure. Furthermore,
document analysis of the teacher’s lesson plans
will supplement the information acquired by the other data collection methods.
Chapter 4. DATA ANALYSIS AND EXPECTED FINDINGS
The data will be analyzed according to the procedure for analysis of case study data
as suggested by McNabb (2004, pp. 366-367). First, the data will be organized into four
categories: ICT applications, ICT-
integrated activities, teacher’s strategies for ICT
integration, and students’ characterization of learning with ICT. Second,
I will generate
themes and code the data as follows:
1)
“Higher
–
order thinking skills”
-enhanced instructional activities (HOTS).
2)
Collaborative learning (CL).
3)
Research-focused study (RFS).
4)
Autonomous study (AUTO).
5)
Out-of-school study (OUT).
6)
Customized teaching and learning (CUS).
The subsequent steps for data analysis will be to apply the categories to data, search for
alternative explanations and present the report. Furthermore, as the study is involved in three
different research questions, specific data analysis to be carried out can be proposed as
follows:
In order to address the first research question, the field notes and interview
transcripts will be scrutinized
to identify the teacher’s
strategies for using ICT applications
and ICT-integrated activities t
he course. After that, the teacher’s
interview statements about
the teaching strategies will be compared with the classroom observations and content
analysis of the
teacher’s
lesson plans to describe what ICT-integrated strategies and activities
the teache
r has used for fostering students’ learning.
The data collected from the
questionnaire responses will be analyzed inductively to address the second and third research
question.
Phrases from the participants’ responses that fit into the general analytic ca
tegories
will be extracted and sorted into relevant clusters. These clusters will be examined to
identify overall themes from the data. These themes will be used to characterize particular
aspects of ICT-
integration that help or hinder students’ learning.
The data analysis is also
expected to indicate a framework for ICT-integration in language courses, especially English
writing courses. Hopefully, results and findings from the study will be significant for
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teachers, especially language teachers, to incorporate ICT as a component of educational
technology into classrooms for teaching and learning enhancement.
Ethical Issues
In this research, the ethical principles for conducting qualitative studies will be
rigorously followed. For example, neutral identifiers will be used to maintain the
confidentiality of the interviewees. The names of the college, the teacher and the students
will be fictitious to enhance the confidentiality of the participants. Codes will refer to
interview data. Also, the informed consent of the teacher and students will be obtained to the
commencement of the study.
Dissemination and policy relevance
On completion of the research report, the study will be presented at teachers
’
workshops or submitted to the Journal of Education and Development using Information and
Communication Technology or another educational journal for disseminating the results and
findings.
A Timeline for Conducting the Research
–
September 2016
–
October 2016: Have the research proposal approved.
–
November 2017
–
January 2017: Collect data and analyze data.
–
February 2017
–
March 2017: Collect subsequent data if necessary.
–
March 2017
–
April 2017: Write and finalize a research report.
–
From the end of April 2017: Disseminate the study through an educational journal.
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REFERENCES
Bloom, B. S. (Ed.). (1964).
Taxonomy of educational objectives : the classification of
educational goals/ by a committee of college and university examiners
. London:
Longman.
Bruner, J. S. (1962).
On knowing : essays for the left hand
. Cambridge: Belknap Press of
Harvard University Press.
Bruner, J. S. (1966).
Toward a theory of instruction
. Cambridge, Mass: Belknap Press of
Harvard University.
Clouse, R. W., & Nelson, H. E. (2000). School reform, constructed learning, and
educational technology.
Journal of Educational Technology Systems
, 28(4), 289-
303.
Committee on Developments in the Science of Learning (Ed.). (2000).
How People Learn:
Brain, Mind, Experience, and School
. Washington, D.C.: National Academy Press.
Harrison, C., Comber, C., Fisher, T., Haw, K., Lewin, C., Lunzer, E., McFarlane, A.,
Mavers, D., Scrimshaw, B., Somekh, B., & Watling, R. (2002). The impact of
information and communication technologies on pupil learning and attainment.
A
report to the DfES in
ICT in Schools Research and Evaluation Series
. 7
ICTs for learning. (2004).
School Information Kit
. The State of Queensland: Department of
Education and the Arts.
Lankshear, C., Snyder, I., & Green, B. (2000).
Teachers and technoliteracy: Managing
literacy, technology and learning in schools
. St Leonards, NSW: Allen& Unwin.
MacKinnon, G., & Williams, P. (2006). Models for integrating technology in higher
education.
Journal of College Science Teaching,
35 (7), 22-29.
McNabb, D. (2004).
Research methods for political science: Quantitative and
qualitative
methods
. New York: M.E. Sharpe.
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Neuman, W. L. (2006).
Social research methods: Qualitative and quantitative
approaches
(6
th
ed.). Boston: Allyn and Bacon.
Newhouse, C.P. (2002).
The impact of ICT on learning and teaching
. A literature review for
the Western Australian Department of Education. Perth: Specialist Educational
Services.
Osborne, R., & Wittrock, M. (1985). The generative learning model and its implications for
science education.
Studies in Science Education
, 12, 59-87.
Perkins, D. N. (1992). Technology meets constructivism: Do they make a marriage? In T. M.
Duffy & D. H. Jonassen (Eds.),
Constructivism and the Technology of
Instruction: A
Conversation
(pp. 45-55). New Jersey: Lawrence Erlbaum Associates.
Piaget, J. (1970). Piaget’s theory. In P. H. Mussen (Ed.),
Carmichael’s Manual of Child
Psychology, Vol. 1
(pp. 703-732). New York, NY: John Wiley &
Sons.
Punch, K.F. (1998).
Introduction to social research: Quantitative and qualitative
approaches
. London: Sage.
Samuel, R.J., & Bakar, Z.A. (2006). The utilization and integration of ICT tools in
promoting English language teaching and learning: Reflections from English option
teachers in Kuala Langat District, Malaysia.
International Journal of Education and
Development using Information and Communication Technology
, 2 (2), 4-11.
Shneiderman, B., Borkowski, E.Y., Alavi, M., & Norman, K. (1998). Emergent patterns of
teaching/learning in electronic classrooms.
Educational Technology, Research and
Development,
46 (4), 23-34.
Teachers and technology: Making the connection. (1995).
OTA-EHR-616
. Washington, DC:
U.S. Government Printing Office.
The CEO forum school technology and readiness report (The CEO report). (2001).
The
CEO Forum on Education and Technology
.
THE UNIVERSITY OF FOREIGN LANGUAGES STUDIES
FACULTY OF ENGLISH
Research Proposal
TITLE OF THE RESEARCH PROPOSAL
Subject Area:
…
Student’s Name:
Nguyen Van A
Class: ….
Supervisor’s Name:
Ho Van B
Da Nang
201…
THE UNIVERSITY OF FOREIGN LANGUAGES STUDIES
FACULTY OF ENGLISH
Research Proposal
TITLE OF THE RESEARCH PROPOSAL
Subject Area:
…
Student’s Name:
Nguyen Van A
Class: ….
Supervisor’s Name:
Ho Van B
Da Nang
201…
THE UNIVERSITY OF FOREIGN LANGUAGES STUDIES
FACULTY OF ENGLISH
Research Proposal
TITLE OF THE RESEARCH PROPOSAL
Subject Area:
…
Student’s Name:
Nguyen Van A
Class: ….
Supervisor’s Name:
Ho Van B
Da Nang
201…
Research Proposal
Nguyen Van A
–
Class: …
1
RESEARCH PROPOSAL
Name: NGUYEN VAN A
Topic: INTEGRATING ICT INTO FOREIGN LANGUAGE COURSES AND
STUDENTS’ CHARACTERIZATION OF THEIR LEARNING WITH ICT
ABSTRACT
In education, integrating Information and Communications Technology (ICT) into classrooms
is advocated as a way to enhance teaching and learning. Most studies of ICT-integrated instruction
focus on the potential of ICT in promoting the process of teaching and learning, and the impacts of
ICT on students’ outcomes or motivation.
However, little is known about how ICT is integrated in a
language
course in a comprehensive way and students’ perception of aspects of ICT integration that
help them learn. This study will draw from
constructivism and Bloom’s
(1964) cognitive taxonomies to
describe ICT-integration as an effective way of instruction for foreign language learning. This case-
study research will investigate one teacher’s eff
orts to integrate ICT into an English course and the
student’s characterizations of the ICT integration
aspects which are beneficial to their learning.
Results and analysis from the research will provide an insight into how a range of ICT applications
and activities can be incorporated into a whole language course. Further, the study will point out
students’
characterization of productive aspects of ICT-integrated instruction. Also, strategies and
implications for teaching and learning with ICT will be discussed.
Chapter 1. INTRODUCTION
Currently, the emergence of new educational technologies has dramatically
influenced the process of instruction at schools and universities. As a component of new
educational technologies, Information and Communications Technology (ICT) has been
increasingly used for teaching and learning (Harrison et al., 2002, p.5; Newhouse, 2002,
p.3). Although schools have made significant progress in helping teachers to use basic ICT
tools such as word processing and databases, teachers still struggle with integrating
technology into the curriculum. While most studies place great focus on ways ICT can help
with the instructional process and the effects of ICT use on teaching and learning, little
empirical work has explored how teachers integrate ICT into a whole course successfully. In
addition, few studies investigate language students’ responses to ICT
-integrated instruction
and its relationship to learning. Through a qualitative case study, this research will address
teachers’ concerns about productive use of ICT applications and activities for their courses,
Research Proposal
Nguyen Van A
–
Class: …
1
RESEARCH PROPOSAL
Name: NGUYEN VAN A
Topic: INTEGRATING ICT INTO FOREIGN LANGUAGE COURSES AND
STUDENTS’ CHARACTERIZATION OF THEIR LEARNING WITH ICT
ABSTRACT
In education, integrating Information and Communications Technology (ICT) into classrooms
is advocated as a way to enhance teaching and learning. Most studies of ICT-integrated instruction
focus on the potential of ICT in promoting the process of teaching and learning, and the impacts of
ICT on students’ outcomes or motivation.
However, little is known about how ICT is integrated in a
language
course in a comprehensive way and students’ perception of aspects of ICT integration that
help them learn. This study will draw from
constructivism and Bloom’s
(1964) cognitive taxonomies to
describe ICT-integration as an effective way of instruction for foreign language learning. This case-
study research will investigate one teacher’s eff
orts to integrate ICT into an English course and the
student’s characterizations of the ICT integration
aspects which are beneficial to their learning.
Results and analysis from the research will provide an insight into how a range of ICT applications
and activities can be incorporated into a whole language course. Further, the study will point out
students’
characterization of productive aspects of ICT-integrated instruction. Also, strategies and
implications for teaching and learning with ICT will be discussed.
Chapter 1. INTRODUCTION
Currently, the emergence of new educational technologies has dramatically
influenced the process of instruction at schools and universities. As a component of new
educational technologies, Information and Communications Technology (ICT) has been
increasingly used for teaching and learning (Harrison et al., 2002, p.5; Newhouse, 2002,
p.3). Although schools have made significant progress in helping teachers to use basic ICT
tools such as word processing and databases, teachers still struggle with integrating
technology into the curriculum. While most studies place great focus on ways ICT can help
with the instructional process and the effects of ICT use on teaching and learning, little
empirical work has explored how teachers integrate ICT into a whole course successfully. In
addition, few studies investigate language students’ responses to ICT
-integrated instruction
and its relationship to learning. Through a qualitative case study, this research will address
teachers’ concerns about productive use of ICT applications and activities for their courses,
Research Proposal
Nguyen Van A
–
Class: …
1
RESEARCH PROPOSAL
Name: NGUYEN VAN A
Topic: INTEGRATING ICT INTO FOREIGN LANGUAGE COURSES AND
STUDENTS’ CHARACTERIZATION OF THEIR LEARNING WITH ICT
ABSTRACT
In education, integrating Information and Communications Technology (ICT) into classrooms
is advocated as a way to enhance teaching and learning. Most studies of ICT-integrated instruction
focus on the potential of ICT in promoting the process of teaching and learning, and the impacts of
ICT on students’ outcomes or motivation.
However, little is known about how ICT is integrated in a
language
course in a comprehensive way and students’ perception of aspects of ICT integration that
help them learn. This study will draw from
constructivism and Bloom’s
(1964) cognitive taxonomies to
describe ICT-integration as an effective way of instruction for foreign language learning. This case-
study research will investigate one teacher’s eff
orts to integrate ICT into an English course and the
student’s characterizations of the ICT integration
aspects which are beneficial to their learning.
Results and analysis from the research will provide an insight into how a range of ICT applications
and activities can be incorporated into a whole language course. Further, the study will point out
students’
characterization of productive aspects of ICT-integrated instruction. Also, strategies and
implications for teaching and learning with ICT will be discussed.
Chapter 1. INTRODUCTION
Currently, the emergence of new educational technologies has dramatically
influenced the process of instruction at schools and universities. As a component of new
educational technologies, Information and Communications Technology (ICT) has been
increasingly used for teaching and learning (Harrison et al., 2002, p.5; Newhouse, 2002,
p.3). Although schools have made significant progress in helping teachers to use basic ICT
tools such as word processing and databases, teachers still struggle with integrating
technology into the curriculum. While most studies place great focus on ways ICT can help
with the instructional process and the effects of ICT use on teaching and learning, little
empirical work has explored how teachers integrate ICT into a whole course successfully. In
addition, few studies investigate language students’ responses to ICT
-integrated instruction
and its relationship to learning. Through a qualitative case study, this research will address
teachers’ concerns about productive use of ICT applications and activities for their courses,
Research Proposal
Nguyen Van A
–
Class: …
2
and offer
students’ characterizations of ICT
-integration aspects that help them learn. The
study can be particularly useful for teachers of foreign languages because it will be
conducted in a Vietnamese educational context where English is learnt and used as a foreign
language.
The research aim
The aim of this study is to use a case study to investigate particular strategies to integrate
ICT into a comprehensive language course and examine
the students’ characterizations of
the aspects of ICT-integrated instruction that hinder or help them learn. The study will be
significant for teachers, especially foreign language teachers, who wish to use ICT for
enhancing teaching and learning.
Limitations of the research
The study focuses on teacher’s strategies for integrating ICT into language courses
in a
comprehensive way and the stu
dents’ perceptions of their ICT
-assisted learning. The
research is limited to foreign language teaching at tertiary level only. The study will not look
at ICT integration into discrete lessons or units. Additionally, the research will not cover the
issues of ICT use in education.
Chapter 2. REVIEW OF RELEVANT LITERATURE
Theoretical framework for study of ICT-integrated teaching and learning
In educational context, the integration of ICT into teaching and learning has been the
focus of various studies of pedagogic approaches and educational technology. Almost all
teachers who advocate teaching with ICT have the view that learning needs to be more
informed by constructivism (Clouse & Nelson, 2000, p. 289). As an ontology,
constructivism has its roots in the psychology-based traditions going back to Bruner (1962;
1966), Piaget (1970) and Vygotsky (1978). It is fundamentally an epistemology that has had
great impacts on teacher
s’ conception of learning.
According to Newhouse (2002, p.8),
although no fixed definition of constructivism has been given, there is a common element in
Research Proposal
Nguyen Van A
–
Class: …
2
and offer
students’ characterizations of ICT
-integration aspects that help them learn. The
study can be particularly useful for teachers of foreign languages because it will be
conducted in a Vietnamese educational context where English is learnt and used as a foreign
language.
The research aim
The aim of this study is to use a case study to investigate particular strategies to integrate
ICT into a comprehensive language course and examine
the students’ characterizations of
the aspects of ICT-integrated instruction that hinder or help them learn. The study will be
significant for teachers, especially foreign language teachers, who wish to use ICT for
enhancing teaching and learning.
Limitations of the research
The study focuses on teacher’s strategies for integrating ICT into language courses
in a
comprehensive way and the stu
dents’ perceptions of their ICT
-assisted learning. The
research is limited to foreign language teaching at tertiary level only. The study will not look
at ICT integration into discrete lessons or units. Additionally, the research will not cover the
issues of ICT use in education.
Chapter 2. REVIEW OF RELEVANT LITERATURE
Theoretical framework for study of ICT-integrated teaching and learning
In educational context, the integration of ICT into teaching and learning has been the
focus of various studies of pedagogic approaches and educational technology. Almost all
teachers who advocate teaching with ICT have the view that learning needs to be more
informed by constructivism (Clouse & Nelson, 2000, p. 289). As an ontology,
constructivism has its roots in the psychology-based traditions going back to Bruner (1962;
1966), Piaget (1970) and Vygotsky (1978). It is fundamentally an epistemology that has had
great impacts on teacher
s’ conception of learning.
According to Newhouse (2002, p.8),
although no fixed definition of constructivism has been given, there is a common element in
Research Proposal
Nguyen Van A
–
Class: …
2
and offer
students’ characterizations of ICT
-integration aspects that help them learn. The
study can be particularly useful for teachers of foreign languages because it will be
conducted in a Vietnamese educational context where English is learnt and used as a foreign
language.
The research aim
The aim of this study is to use a case study to investigate particular strategies to integrate
ICT into a comprehensive language course and examine
the students’ characterizations of
the aspects of ICT-integrated instruction that hinder or help them learn. The study will be
significant for teachers, especially foreign language teachers, who wish to use ICT for
enhancing teaching and learning.
Limitations of the research
The study focuses on teacher’s strategies for integrating ICT into language courses
in a
comprehensive way and the stu
dents’ perceptions of their ICT
-assisted learning. The
research is limited to foreign language teaching at tertiary level only. The study will not look
at ICT integration into discrete lessons or units. Additionally, the research will not cover the
issues of ICT use in education.
Chapter 2. REVIEW OF RELEVANT LITERATURE
Theoretical framework for study of ICT-integrated teaching and learning
In educational context, the integration of ICT into teaching and learning has been the
focus of various studies of pedagogic approaches and educational technology. Almost all
teachers who advocate teaching with ICT have the view that learning needs to be more
informed by constructivism (Clouse & Nelson, 2000, p. 289). As an ontology,
constructivism has its roots in the psychology-based traditions going back to Bruner (1962;
1966), Piaget (1970) and Vygotsky (1978). It is fundamentally an epistemology that has had
great impacts on teacher
s’ conception of learning.
According to Newhouse (2002, p.8),
although no fixed definition of constructivism has been given, there is a common element in
Research Proposal
Nguyen Van A
–
Class: …
3
the belief among teachers that knowledge is constructed out of personal sets of meanings or
conceptual frameworks based on experiences encountered in relevant environments. People
interact with their environment and as a result develop conceptual frameworks to explain
these interactions and assist in negotiating future interactions. As Perkins (1992) puts it,
Central to the vision of constructivism is the notion of the organism as “active” – not
just responding to stimuli, as in the behaviourist rubric, but engaging, grappling, and
seeking to make sense of things. (p. 49)
Teachers who believe in constructivism should be concerned with personal conceptual
frameworks, prior knowledge, stu
dents’ understandings, the relationship of formal
knowledge to spontaneous frameworks, and the attitude of the learner to formal knowledge
(Osborne & Wittrock, 1985, p.59; von Glasersfeld, 1991, p.14). In teaching with ICT, both
the knowledge frameworks of students (prior knowledge) and of the knowledge domains
relevant to the learning activities must be considered in the integration of ICT (Newhouse,
2002, p.8). It is argued that the appropriate use of ICT by students can assist teachers in
determining and catering for the prior knowledge of students. Furthermore, ICT can assist
students in engaging cognitively to a greater depth with knowledge domains. This means
that students are supported in employing the full range of thinking skills within authentic
contexts. In this aspect, the following cognitive taxonomies provided by Bloom (1964) is
found very useful:
Knowledge: The learner must recall information (i.e. bring to mind the appropriate
material).
Comprehension: The learner understands what is being communicated by making use of
the communication.
Application: The learner uses abstractions (e.g. ideas) in particular and concrete
situations.
Analysis: The learner can break down a communication into its constituent elements or
parts.
Synthesis: The learner puts together elements or parts to form a whole.
Evaluation: The learner makes judgments about the value of material or methods for a
given purpose.
In terms of creating constructivist learning environment, the U.S.A. Committee on
Developments in the Science of Learning (2000, pp. 23-25) offer the four interrelated
attributes as follows:
Research Proposal
Nguyen Van A
–
Class: …
3
the belief among teachers that knowledge is constructed out of personal sets of meanings or
conceptual frameworks based on experiences encountered in relevant environments. People
interact with their environment and as a result develop conceptual frameworks to explain
these interactions and assist in negotiating future interactions. As Perkins (1992) puts it,
Central to the vision of constructivism is the notion of the organism as “active” – not
just responding to stimuli, as in the behaviourist rubric, but engaging, grappling, and
seeking to make sense of things. (p. 49)
Teachers who believe in constructivism should be concerned with personal conceptual
frameworks, prior knowledge, stu
dents’ understandings, the relationship of formal
knowledge to spontaneous frameworks, and the attitude of the learner to formal knowledge
(Osborne & Wittrock, 1985, p.59; von Glasersfeld, 1991, p.14). In teaching with ICT, both
the knowledge frameworks of students (prior knowledge) and of the knowledge domains
relevant to the learning activities must be considered in the integration of ICT (Newhouse,
2002, p.8). It is argued that the appropriate use of ICT by students can assist teachers in
determining and catering for the prior knowledge of students. Furthermore, ICT can assist
students in engaging cognitively to a greater depth with knowledge domains. This means
that students are supported in employing the full range of thinking skills within authentic
contexts. In this aspect, the following cognitive taxonomies provided by Bloom (1964) is
found very useful:
Knowledge: The learner must recall information (i.e. bring to mind the appropriate
material).
Comprehension: The learner understands what is being communicated by making use of
the communication.
Application: The learner uses abstractions (e.g. ideas) in particular and concrete
situations.
Analysis: The learner can break down a communication into its constituent elements or
parts.
Synthesis: The learner puts together elements or parts to form a whole.
Evaluation: The learner makes judgments about the value of material or methods for a
given purpose.
In terms of creating constructivist learning environment, the U.S.A. Committee on
Developments in the Science of Learning (2000, pp. 23-25) offer the four interrelated
attributes as follows:
Research Proposal
Nguyen Van A
–
Class: …
3
the belief among teachers that knowledge is constructed out of personal sets of meanings or
conceptual frameworks based on experiences encountered in relevant environments. People
interact with their environment and as a result develop conceptual frameworks to explain
these interactions and assist in negotiating future interactions. As Perkins (1992) puts it,
Central to the vision of constructivism is the notion of the organism as “active” – not
just responding to stimuli, as in the behaviourist rubric, but engaging, grappling, and
seeking to make sense of things. (p. 49)
Teachers who believe in constructivism should be concerned with personal conceptual
frameworks, prior knowledge, stu
dents’ understandings, the relationship of formal
knowledge to spontaneous frameworks, and the attitude of the learner to formal knowledge
(Osborne & Wittrock, 1985, p.59; von Glasersfeld, 1991, p.14). In teaching with ICT, both
the knowledge frameworks of students (prior knowledge) and of the knowledge domains
relevant to the learning activities must be considered in the integration of ICT (Newhouse,
2002, p.8). It is argued that the appropriate use of ICT by students can assist teachers in
determining and catering for the prior knowledge of students. Furthermore, ICT can assist
students in engaging cognitively to a greater depth with knowledge domains. This means
that students are supported in employing the full range of thinking skills within authentic
contexts. In this aspect, the following cognitive taxonomies provided by Bloom (1964) is
found very useful:
Knowledge: The learner must recall information (i.e. bring to mind the appropriate
material).
Comprehension: The learner understands what is being communicated by making use of
the communication.
Application: The learner uses abstractions (e.g. ideas) in particular and concrete
situations.
Analysis: The learner can break down a communication into its constituent elements or
parts.
Synthesis: The learner puts together elements or parts to form a whole.
Evaluation: The learner makes judgments about the value of material or methods for a
given purpose.
In terms of creating constructivist learning environment, the U.S.A. Committee on
Developments in the Science of Learning (2000, pp. 23-25) offer the four interrelated
attributes as follows:
Research Proposal
Nguyen Van A
–
Class: …
4
1. Schools and classrooms must be learner centered (p. 23).
2. To provide a knowledge-centered classroom environment, attention must be given
to what is taught (information, subject matter), why it is taught (understanding), and
what competence or mastery looks like (p. 24).
3. Formative assessments
–
ongoing assessments designed to make students’ thinking
visible to both teachers and students are essential. They permit the teacher to grasp
the
students’
preconceptions,
understand
where
the
students
are
in
the
“developmental corridor” from informal to formal thinking, and design instruction
accordingly.
In
the
assessment-centered
classroom
environment,
formative
assessments help both teachers and students monitor progress (p. 24).
4. Learning is influenced in fundamental ways by the context in which it takes place.
A community-centered approach requires the development of norms for the
classroom and school, as well as connections to the outside world, that support core
learning values (p. 25).
In order to address these challenges of establishing and sustaining constructivist learning
environment, ICT-using teachers are advised to use such strategies as real world problems,
scaffolding, feedback and guidance, local and global communities, and extending teacher
learning (Committee on Developments in the Science of Learning, 2000, p.15). The
aforementioned theoretical frameworks can help to guide teachers to implement ICT
integration to support high quality learning environments.
Review of related literature
Many studies have explored the potential and the impacts of ICT on teaching and
learning. Particularly,
the “Teachers and technology” research
showed that the use of ICT
encourages teachers to employ student-centered approach which involve students in
conducting their own scientific inquiries or engaging in collaborative activities rather than
such traditional activities as drill and practice for mastery of facts (Teachers and technology,
1995, pp.1-9). Moreover, teaching with ICT can cause myriad changes that ultimately
redefine teachers’ roles
, such as facilitators, coaches, guides, resource managers, observers
and evaluators (Teachers and technology, 1995, p.49). Findings from this study also
indicated that ICT integrated instruction caused
change in students’ learning approach from
passive learners to active learners (Teachers and technology, 1995, p.52).
Research Proposal
Nguyen Van A
–
Class: …
4
1. Schools and classrooms must be learner centered (p. 23).
2. To provide a knowledge-centered classroom environment, attention must be given
to what is taught (information, subject matter), why it is taught (understanding), and
what competence or mastery looks like (p. 24).
3. Formative assessments
–
ongoing assessments designed to make students’ thinking
visible to both teachers and students are essential. They permit the teacher to grasp
the
students’
preconceptions,
understand
where
the
students
are
in
the
“developmental corridor” from informal to formal thinking, and design instruction
accordingly.
In
the
assessment-centered
classroom
environment,
formative
assessments help both teachers and students monitor progress (p. 24).
4. Learning is influenced in fundamental ways by the context in which it takes place.
A community-centered approach requires the development of norms for the
classroom and school, as well as connections to the outside world, that support core
learning values (p. 25).
In order to address these challenges of establishing and sustaining constructivist learning
environment, ICT-using teachers are advised to use such strategies as real world problems,
scaffolding, feedback and guidance, local and global communities, and extending teacher
learning (Committee on Developments in the Science of Learning, 2000, p.15). The
aforementioned theoretical frameworks can help to guide teachers to implement ICT
integration to support high quality learning environments.
Review of related literature
Many studies have explored the potential and the impacts of ICT on teaching and
learning. Particularly,
the “Teachers and technology” research
showed that the use of ICT
encourages teachers to employ student-centered approach which involve students in
conducting their own scientific inquiries or engaging in collaborative activities rather than
such traditional activities as drill and practice for mastery of facts (Teachers and technology,
1995, pp.1-9). Moreover, teaching with ICT can cause myriad changes that ultimately
redefine teachers’ roles
, such as facilitators, coaches, guides, resource managers, observers
and evaluators (Teachers and technology, 1995, p.49). Findings from this study also
indicated that ICT integrated instruction caused
change in students’ learning approach from
passive learners to active learners (Teachers and technology, 1995, p.52).
Research Proposal
Nguyen Van A
–
Class: …
4
1. Schools and classrooms must be learner centered (p. 23).
2. To provide a knowledge-centered classroom environment, attention must be given
to what is taught (information, subject matter), why it is taught (understanding), and
what competence or mastery looks like (p. 24).
3. Formative assessments
–
ongoing assessments designed to make students’ thinking
visible to both teachers and students are essential. They permit the teacher to grasp
the
students’
preconceptions,
understand
where
the
students
are
in
the
“developmental corridor” from informal to formal thinking, and design instruction
accordingly.
In
the
assessment-centered
classroom
environment,
formative
assessments help both teachers and students monitor progress (p. 24).
4. Learning is influenced in fundamental ways by the context in which it takes place.
A community-centered approach requires the development of norms for the
classroom and school, as well as connections to the outside world, that support core
learning values (p. 25).
In order to address these challenges of establishing and sustaining constructivist learning
environment, ICT-using teachers are advised to use such strategies as real world problems,
scaffolding, feedback and guidance, local and global communities, and extending teacher
learning (Committee on Developments in the Science of Learning, 2000, p.15). The
aforementioned theoretical frameworks can help to guide teachers to implement ICT
integration to support high quality learning environments.
Review of related literature
Many studies have explored the potential and the impacts of ICT on teaching and
learning. Particularly,
the “Teachers and technology” research
showed that the use of ICT
encourages teachers to employ student-centered approach which involve students in
conducting their own scientific inquiries or engaging in collaborative activities rather than
such traditional activities as drill and practice for mastery of facts (Teachers and technology,
1995, pp.1-9). Moreover, teaching with ICT can cause myriad changes that ultimately
redefine teachers’ roles
, such as facilitators, coaches, guides, resource managers, observers
and evaluators (Teachers and technology, 1995, p.49). Findings from this study also
indicated that ICT integrated instruction caused
change in students’ learning approach from
passive learners to active learners (Teachers and technology, 1995, p.52).
Research Proposal
Nguyen Van A
–
Class: …
5
Another study by Shneiderman et al (1998) looked at how the use of ICT could
create new forms of teaching and learning. Their research found that teachers could use ICT
for collaborative teaching and learning such as teamwork, exchange projects, and pen pal
exchange by means of the Internet, school intranet, and telecommunication (Shneiderman et
al., 1998, p.26). In this course of studying, Harrison et al (2002) examined ICT applications
for structuring out-of-school study activities. Furthermore, their survey showed various
computer skills that students used to complete their learning tasks, such as using search
engines to find appropriate websites, downloading information found on the Internet,
transferring information into other software applications and using certain presentation
applications to present their works (Harrison, 2002, p. 27).
The CEO report (2001, p.9) revealed that ICT-using students were more directly
engaged in their educational process by being able to define individual objectives, and create
accountability plans to reach the objectives. This report on the impact of ICT in education
also found that ICT integration enabled teachers to augment curriculum with authentic tasks
and timely study of real world events, which is claimed to be “one of the most dramatic
ways education technology can make learnin
g more dynamic and engaging” (
The CEO
report, 2001, p.9).
Specific studies (ICTs for learning, 2004; Lankshear et al., 2000) on the instructional
activities associated with ICT integration found that teaching with ICT offers students a
broad range of learn
ing activities necessary for their future jobs, such as students’ extending
their research to include a variety of information sources; drawing upon multiple ways of
representing events, perspectives and interpretations; evaluating which materials work best
for the presentation required; and then synthesizing this material into a cogent multimedia
message.
In the research “Models for integrating technology in higher education”, MacKinnon
and Williams (2006) described how various ICT applications had been introduced in three
science classrooms in Canada. The research involved qualitative interviews and electronic
surveys of students’ impressions of the learning environment in which a combinations of
ICT tools were combined to promote educational objectives. The authors revealed that while
the students appreciated most of the technologies used in the course, particular technologies
were less useful (MacKinnon & William, 2006, p.27). The research findings also indicated
that combinations of quantitative and qualitative interview of students could help teachers
discard unproductive ICT applications to improve the quality of the courses(MacKinnon &
William, 2006, p.29)..
Research Proposal
Nguyen Van A
–
Class: …
5
Another study by Shneiderman et al (1998) looked at how the use of ICT could
create new forms of teaching and learning. Their research found that teachers could use ICT
for collaborative teaching and learning such as teamwork, exchange projects, and pen pal
exchange by means of the Internet, school intranet, and telecommunication (Shneiderman et
al., 1998, p.26). In this course of studying, Harrison et al (2002) examined ICT applications
for structuring out-of-school study activities. Furthermore, their survey showed various
computer skills that students used to complete their learning tasks, such as using search
engines to find appropriate websites, downloading information found on the Internet,
transferring information into other software applications and using certain presentation
applications to present their works (Harrison, 2002, p. 27).
The CEO report (2001, p.9) revealed that ICT-using students were more directly
engaged in their educational process by being able to define individual objectives, and create
accountability plans to reach the objectives. This report on the impact of ICT in education
also found that ICT integration enabled teachers to augment curriculum with authentic tasks
and timely study of real world events, which is claimed to be “one of the most dramatic
ways education technology can make learnin
g more dynamic and engaging” (
The CEO
report, 2001, p.9).
Specific studies (ICTs for learning, 2004; Lankshear et al., 2000) on the instructional
activities associated with ICT integration found that teaching with ICT offers students a
broad range of learn
ing activities necessary for their future jobs, such as students’ extending
their research to include a variety of information sources; drawing upon multiple ways of
representing events, perspectives and interpretations; evaluating which materials work best
for the presentation required; and then synthesizing this material into a cogent multimedia
message.
In the research “Models for integrating technology in higher education”, MacKinnon
and Williams (2006) described how various ICT applications had been introduced in three
science classrooms in Canada. The research involved qualitative interviews and electronic
surveys of students’ impressions of the learning environment in which a combinations of
ICT tools were combined to promote educational objectives. The authors revealed that while
the students appreciated most of the technologies used in the course, particular technologies
were less useful (MacKinnon & William, 2006, p.27). The research findings also indicated
that combinations of quantitative and qualitative interview of students could help teachers
discard unproductive ICT applications to improve the quality of the courses(MacKinnon &
William, 2006, p.29)..
Research Proposal
Nguyen Van A
–
Class: …
5
Another study by Shneiderman et al (1998) looked at how the use of ICT could
create new forms of teaching and learning. Their research found that teachers could use ICT
for collaborative teaching and learning such as teamwork, exchange projects, and pen pal
exchange by means of the Internet, school intranet, and telecommunication (Shneiderman et
al., 1998, p.26). In this course of studying, Harrison et al (2002) examined ICT applications
for structuring out-of-school study activities. Furthermore, their survey showed various
computer skills that students used to complete their learning tasks, such as using search
engines to find appropriate websites, downloading information found on the Internet,
transferring information into other software applications and using certain presentation
applications to present their works (Harrison, 2002, p. 27).
The CEO report (2001, p.9) revealed that ICT-using students were more directly
engaged in their educational process by being able to define individual objectives, and create
accountability plans to reach the objectives. This report on the impact of ICT in education
also found that ICT integration enabled teachers to augment curriculum with authentic tasks
and timely study of real world events, which is claimed to be “one of the most dramatic
ways education technology can make learnin
g more dynamic and engaging” (
The CEO
report, 2001, p.9).
Specific studies (ICTs for learning, 2004; Lankshear et al., 2000) on the instructional
activities associated with ICT integration found that teaching with ICT offers students a
broad range of learn
ing activities necessary for their future jobs, such as students’ extending
their research to include a variety of information sources; drawing upon multiple ways of
representing events, perspectives and interpretations; evaluating which materials work best
for the presentation required; and then synthesizing this material into a cogent multimedia
message.
In the research “Models for integrating technology in higher education”, MacKinnon
and Williams (2006) described how various ICT applications had been introduced in three
science classrooms in Canada. The research involved qualitative interviews and electronic
surveys of students’ impressions of the learning environment in which a combinations of
ICT tools were combined to promote educational objectives. The authors revealed that while
the students appreciated most of the technologies used in the course, particular technologies
were less useful (MacKinnon & William, 2006, p.27). The research findings also indicated
that combinations of quantitative and qualitative interview of students could help teachers
discard unproductive ICT applications to improve the quality of the courses(MacKinnon &
William, 2006, p.29)..
Research Proposal
Nguyen Van A
–
Class: …
6
In Malaysia, Samuel and Bakar (2006) conducted a qualitative study to find out the
extent of ICT integration among English option teachers. The study demonstrated that ICT
integration was poorly implemented because of several factors, such as a lack of
infrastructure facilities, inadequate ICT skill training for teachers, fears and indifferent
attitude of the teachers (Samuel & Bakar, 2006, pp. 5-10). The study confirmed that schools
with very good ICT resources achieved better results in English than schools with poor ICT
(Samuel & Bakar, 2006, p.9).
So far, few studies have investigated ICT-integrated instruction in foreign language
classroom
context. Also, teachers’ concerns about how to integrate ICT into a
language
course in a comprehensive way
and students’ characterization of their learning with ICT
provide an impetus for me to conduct this study.
The Research Questions
The central question of this research is as follows:
How is ICT integrated into a whole language course so that it meets the course objectives
and fosters students’ learning?
The study will also be guided by the following specific questions:
1.
What ICT applications and ICT-integrated activities are actually used in a
comprehensive language course?
2.
How do the students describe their learning with ICT integration?
3.
What aspects of ICT-integrated instruction do the students say hinder or help their
learning?
Chapter 3. RESEARCH DESIGN AND METHODOLOGY.
Research Design
This study will use a qualitative, case study research design. The case study is an
extensively used approach to sociology. A case study can be defined as an empirical inquiry
that investigates a contemporary phenomenon within its real-life context, when the
boundaries between phenomenon and context are not clearly evident, and in which multiple
sources of evidence are used (Yin, 1994, p. 13).
Research Proposal
Nguyen Van A
–
Class: …
6
In Malaysia, Samuel and Bakar (2006) conducted a qualitative study to find out the
extent of ICT integration among English option teachers. The study demonstrated that ICT
integration was poorly implemented because of several factors, such as a lack of
infrastructure facilities, inadequate ICT skill training for teachers, fears and indifferent
attitude of the teachers (Samuel & Bakar, 2006, pp. 5-10). The study confirmed that schools
with very good ICT resources achieved better results in English than schools with poor ICT
(Samuel & Bakar, 2006, p.9).
So far, few studies have investigated ICT-integrated instruction in foreign language
classroom
context. Also, teachers’ concerns about how to integrate ICT into a
language
course in a comprehensive way
and students’ characterization of their learning with ICT
provide an impetus for me to conduct this study.
The Research Questions
The central question of this research is as follows:
How is ICT integrated into a whole language course so that it meets the course objectives
and fosters students’ learning?
The study will also be guided by the following specific questions:
1.
What ICT applications and ICT-integrated activities are actually used in a
comprehensive language course?
2.
How do the students describe their learning with ICT integration?
3.
What aspects of ICT-integrated instruction do the students say hinder or help their
learning?
Chapter 3. RESEARCH DESIGN AND METHODOLOGY.
Research Design
This study will use a qualitative, case study research design. The case study is an
extensively used approach to sociology. A case study can be defined as an empirical inquiry
that investigates a contemporary phenomenon within its real-life context, when the
boundaries between phenomenon and context are not clearly evident, and in which multiple
sources of evidence are used (Yin, 1994, p. 13).
Research Proposal
Nguyen Van A
–
Class: …
6
In Malaysia, Samuel and Bakar (2006) conducted a qualitative study to find out the
extent of ICT integration among English option teachers. The study demonstrated that ICT
integration was poorly implemented because of several factors, such as a lack of
infrastructure facilities, inadequate ICT skill training for teachers, fears and indifferent
attitude of the teachers (Samuel & Bakar, 2006, pp. 5-10). The study confirmed that schools
with very good ICT resources achieved better results in English than schools with poor ICT
(Samuel & Bakar, 2006, p.9).
So far, few studies have investigated ICT-integrated instruction in foreign language
classroom
context. Also, teachers’ concerns about how to integrate ICT into a
language
course in a comprehensive way
and students’ characterization of their learning with ICT
provide an impetus for me to conduct this study.
The Research Questions
The central question of this research is as follows:
How is ICT integrated into a whole language course so that it meets the course objectives
and fosters students’ learning?
The study will also be guided by the following specific questions:
1.
What ICT applications and ICT-integrated activities are actually used in a
comprehensive language course?
2.
How do the students describe their learning with ICT integration?
3.
What aspects of ICT-integrated instruction do the students say hinder or help their
learning?
Chapter 3. RESEARCH DESIGN AND METHODOLOGY.
Research Design
This study will use a qualitative, case study research design. The case study is an
extensively used approach to sociology. A case study can be defined as an empirical inquiry
that investigates a contemporary phenomenon within its real-life context, when the
boundaries between phenomenon and context are not clearly evident, and in which multiple
sources of evidence are used (Yin, 1994, p. 13).
Research Proposal
Nguyen Van A
–
Class: …
7
There are several reasons why the case study method is appropriate for this study.
First, the case study will enable me to effectively deal with the type of question posed in the
research. As noted by Yin (1994, p. 20), the case study is suitable when a “how” or “why”
question is being asked about a contemporary set of events, over which the investigator has
little or no control. It should be noticed that my research question is concerned with how ICT
is integrated into a whole language course so that it meets the course objectives and how the
students describe their learning with ICT. Also, I do not intend to have control over the study
samples, such as the teacher, the students or the course being studied. Additionally, a
number of the basic features of the case study make it an appropriate method for this
research. These include:
A case study is an intensive analysis of one or several exemplary events; decisions or
sets of decisions; programs; institutions; or communities (Punch, 1998, p. 150). In
this research, analysis will focus on how a teacher integrates ICT into his / her
language course to foster students’ learning.
A case study generally focuses on a case that exemplifies some particular set of
processes or outcomes that illustrates a broader argument or conclusion derived from
the literature or from theory (McNabb, 2004, p. 358). My research will emphasize on
a course that represents a comprehensive ICT-integrated instruction in classrooms.
Results from the study can help to develop particular framework or models for
conducting a language course with ICT.
Case studies can involve a wide range of data collection and analytic methods,
including participant observation, interviews, document analysis, as well as
quantitative methods, including surveys, content analysis and statistical analysis
(Punch, 1998, p. 153; Yin, 1994, p. 20). This research will employ various data
collection techniques, such as observations of classroom meetings, semi-structured
interview with the teachers about teaching approaches and strategies, questionnaire
responses from the students. These data will be inductively analysed. Furthermore,
the research will involve document analysis based on the collection of the teacher’s
lesson plans.
The Study Sample
In this study, purposeful sampling method will be employed. I will seek out settings
and individuals where the process being studied are most likely to occur. The site of this
Research Proposal
Nguyen Van A
–
Class: …
7
There are several reasons why the case study method is appropriate for this study.
First, the case study will enable me to effectively deal with the type of question posed in the
research. As noted by Yin (1994, p. 20), the case study is suitable when a “how” or “why”
question is being asked about a contemporary set of events, over which the investigator has
little or no control. It should be noticed that my research question is concerned with how ICT
is integrated into a whole language course so that it meets the course objectives and how the
students describe their learning with ICT. Also, I do not intend to have control over the study
samples, such as the teacher, the students or the course being studied. Additionally, a
number of the basic features of the case study make it an appropriate method for this
research. These include:
A case study is an intensive analysis of one or several exemplary events; decisions or
sets of decisions; programs; institutions; or communities (Punch, 1998, p. 150). In
this research, analysis will focus on how a teacher integrates ICT into his / her
language course to foster students’ learning.
A case study generally focuses on a case that exemplifies some particular set of
processes or outcomes that illustrates a broader argument or conclusion derived from
the literature or from theory (McNabb, 2004, p. 358). My research will emphasize on
a course that represents a comprehensive ICT-integrated instruction in classrooms.
Results from the study can help to develop particular framework or models for
conducting a language course with ICT.
Case studies can involve a wide range of data collection and analytic methods,
including participant observation, interviews, document analysis, as well as
quantitative methods, including surveys, content analysis and statistical analysis
(Punch, 1998, p. 153; Yin, 1994, p. 20). This research will employ various data
collection techniques, such as observations of classroom meetings, semi-structured
interview with the teachers about teaching approaches and strategies, questionnaire
responses from the students. These data will be inductively analysed. Furthermore,
the research will involve document analysis based on the collection of the teacher’s
lesson plans.
The Study Sample
In this study, purposeful sampling method will be employed. I will seek out settings
and individuals where the process being studied are most likely to occur. The site of this
Research Proposal
Nguyen Van A
–
Class: …
7
There are several reasons why the case study method is appropriate for this study.
First, the case study will enable me to effectively deal with the type of question posed in the
research. As noted by Yin (1994, p. 20), the case study is suitable when a “how” or “why”
question is being asked about a contemporary set of events, over which the investigator has
little or no control. It should be noticed that my research question is concerned with how ICT
is integrated into a whole language course so that it meets the course objectives and how the
students describe their learning with ICT. Also, I do not intend to have control over the study
samples, such as the teacher, the students or the course being studied. Additionally, a
number of the basic features of the case study make it an appropriate method for this
research. These include:
A case study is an intensive analysis of one or several exemplary events; decisions or
sets of decisions; programs; institutions; or communities (Punch, 1998, p. 150). In
this research, analysis will focus on how a teacher integrates ICT into his / her
language course to foster students’ learning.
A case study generally focuses on a case that exemplifies some particular set of
processes or outcomes that illustrates a broader argument or conclusion derived from
the literature or from theory (McNabb, 2004, p. 358). My research will emphasize on
a course that represents a comprehensive ICT-integrated instruction in classrooms.
Results from the study can help to develop particular framework or models for
conducting a language course with ICT.
Case studies can involve a wide range of data collection and analytic methods,
including participant observation, interviews, document analysis, as well as
quantitative methods, including surveys, content analysis and statistical analysis
(Punch, 1998, p. 153; Yin, 1994, p. 20). This research will employ various data
collection techniques, such as observations of classroom meetings, semi-structured
interview with the teachers about teaching approaches and strategies, questionnaire
responses from the students. These data will be inductively analysed. Furthermore,
the research will involve document analysis based on the collection of the teacher’s
lesson plans.
The Study Sample
In this study, purposeful sampling method will be employed. I will seek out settings
and individuals where the process being studied are most likely to occur. The site of this
Research Proposal
Nguyen Van A
–
Class: …
8
study will be at a foreign language college in Vietnam where several teachers are conducting
ICT-integrated courses and willing to participate in the study. The sample population will be
one ICT-using teacher who is in charge of an English course and about 70 language students
in this course. The reason for choosing an English course as a sample is that English is the
most popular foreign language to be learnt in Vietnam and more English teachers are
engaged in incorporating ICT into their teaching. The course being studied here will qualify
as an extreme case, that is, a site that is most likely to exemplify the phenomenon of interest.
I will choose a course which is a clear example of ICT-integrated instruction. To be specific,
the teacher selected as a sample for the study should be knowledgeable about teaching with
ICT and committed in integrating ICT into classrooms. Also, most of the teaching and
learning activities are involved in ICT applications. As for the participants, of the 70
students chosen as candidates for this study, it is likely that a small proportion are unlikely to
accept the invitation to become involved. This leaves a field of approximately 50 students.
The selected teacher and students will provide the initial sample data. Subsequent
data collection will be guided by the theoretical sampling principle of a case study. Where
necessary, additional data will be gathered by further data collection methods such as
interviews and questionnaires if theoretical saturation on any particular category has not
been achieved at an earlier stage. In this study other decisions about the sampling process
will be made during the research process itself as it is hard to make a full plan for theoretical
sampling before the study commences.
In this research, the key variables collected for the analysis will include:
4.
Strategies for ICT integration: Ways that the teacher use for infusing ICT as a
teaching and learning tool in the course.
5.
Learning-enhanced ICT integration: The use of ICT applications and activities that
enhance students’ learning.
6.
Unproductive ICT integration: The ICT applications and activities that hinder
students’ learning.
Data collection
Data-gathering methods for this study will include participant observations, semi-
structured interview, questionnaire responses from students, and discourse analysis of the
teacher’s lesson plans.
The multiple data collection methods are used for triangulation to
Research Proposal
Nguyen Van A
–
Class: …
8
study will be at a foreign language college in Vietnam where several teachers are conducting
ICT-integrated courses and willing to participate in the study. The sample population will be
one ICT-using teacher who is in charge of an English course and about 70 language students
in this course. The reason for choosing an English course as a sample is that English is the
most popular foreign language to be learnt in Vietnam and more English teachers are
engaged in incorporating ICT into their teaching. The course being studied here will qualify
as an extreme case, that is, a site that is most likely to exemplify the phenomenon of interest.
I will choose a course which is a clear example of ICT-integrated instruction. To be specific,
the teacher selected as a sample for the study should be knowledgeable about teaching with
ICT and committed in integrating ICT into classrooms. Also, most of the teaching and
learning activities are involved in ICT applications. As for the participants, of the 70
students chosen as candidates for this study, it is likely that a small proportion are unlikely to
accept the invitation to become involved. This leaves a field of approximately 50 students.
The selected teacher and students will provide the initial sample data. Subsequent
data collection will be guided by the theoretical sampling principle of a case study. Where
necessary, additional data will be gathered by further data collection methods such as
interviews and questionnaires if theoretical saturation on any particular category has not
been achieved at an earlier stage. In this study other decisions about the sampling process
will be made during the research process itself as it is hard to make a full plan for theoretical
sampling before the study commences.
In this research, the key variables collected for the analysis will include:
4.
Strategies for ICT integration: Ways that the teacher use for infusing ICT as a
teaching and learning tool in the course.
5.
Learning-enhanced ICT integration: The use of ICT applications and activities that
enhance students’ learning.
6.
Unproductive ICT integration: The ICT applications and activities that hinder
students’ learning.
Data collection
Data-gathering methods for this study will include participant observations, semi-
structured interview, questionnaire responses from students, and discourse analysis of the
teacher’s lesson plans.
The multiple data collection methods are used for triangulation to
Research Proposal
Nguyen Van A
–
Class: …
8
study will be at a foreign language college in Vietnam where several teachers are conducting
ICT-integrated courses and willing to participate in the study. The sample population will be
one ICT-using teacher who is in charge of an English course and about 70 language students
in this course. The reason for choosing an English course as a sample is that English is the
most popular foreign language to be learnt in Vietnam and more English teachers are
engaged in incorporating ICT into their teaching. The course being studied here will qualify
as an extreme case, that is, a site that is most likely to exemplify the phenomenon of interest.
I will choose a course which is a clear example of ICT-integrated instruction. To be specific,
the teacher selected as a sample for the study should be knowledgeable about teaching with
ICT and committed in integrating ICT into classrooms. Also, most of the teaching and
learning activities are involved in ICT applications. As for the participants, of the 70
students chosen as candidates for this study, it is likely that a small proportion are unlikely to
accept the invitation to become involved. This leaves a field of approximately 50 students.
The selected teacher and students will provide the initial sample data. Subsequent
data collection will be guided by the theoretical sampling principle of a case study. Where
necessary, additional data will be gathered by further data collection methods such as
interviews and questionnaires if theoretical saturation on any particular category has not
been achieved at an earlier stage. In this study other decisions about the sampling process
will be made during the research process itself as it is hard to make a full plan for theoretical
sampling before the study commences.
In this research, the key variables collected for the analysis will include:
4.
Strategies for ICT integration: Ways that the teacher use for infusing ICT as a
teaching and learning tool in the course.
5.
Learning-enhanced ICT integration: The use of ICT applications and activities that
enhance students’ learning.
6.
Unproductive ICT integration: The ICT applications and activities that hinder
students’ learning.
Data collection
Data-gathering methods for this study will include participant observations, semi-
structured interview, questionnaire responses from students, and discourse analysis of the
teacher’s lesson plans.
The multiple data collection methods are used for triangulation to
Research Proposal
Nguyen Van A
–
Class: …
9
improve the accuracy and reliability of the research (Neuman, 2006, p. 149). The data will
be gathered from the initial sample group as outlined below.
–
Participant observations: 30 – 45 hours (a whole course in Vietnam usually takes
between 30 and 45 hours for 15 weeks), January 2007
–
April 2007.
–
Semi-structured interviews : 60 minutes, February 2007.
–
Questionnaire:
10
–
12 questionnaire items, April 2007.
–
Document analysis: ICT-integrated lesson plans prepared by the teacher, April 2007.
The data gathering and analysis will be tightly interwoven processes in the sense that data
analysis guides future data collection. Therefore, changes may be made to this provisional
timetable if the analysis of data collected early during the writing course indicates a need to
adopt a different sequence of data-gathering processes.
In the participant observations at each class meeting, the use of ICT applications and
instructional activities will be observed, and field notes will be compiled from the
observations. Also, the semi-structured interviews will be used as the primary means of data
collection. An arrangement will be made to interview the teacher after about one month of
observing the class. This interviews will be 60-minute long, tape recorded, and transcribed.
The interviews will be structured to gather data about the
teacher’s
principles for ICT-
integrated instruction, what the teacher does to teach with ICT, and how ICT integration
meets the course aims and objectives. Based on the interview proceeding, a wide possible
range of questions associated with ICT-integrated teaching and learning will be raised to
obtain responses from the teacher. The research questions will guide the data-gathering
process. The questionnaire will be used to gather data about
the students’ perceptions of their
ICT-assisted learning. The questionnaire will contain from 10 to 12 items. The questionnaire
is intended to ask students to (a) give a general comment on the integration of ICT in the
course; (b) describe their participation in class activities; (c) describe their engagement in
ICT-integrated learning; (d) note whether ICT integration in the course helps or hinders their
learning; and (e) explain how. Other questions to be included in the questionnaire will be
about the students’ age, sex, fluency in
language skills, and competence in using ICT
applications, especially computers. In addition, the structure and content of subsequent
interviews or questionnaires will be determined after the data analysis process has
commenced. Every effort will be made to ensure that the teacher and the students are
comfortable with the data collection techniques and that they are clear about the purposes of
Research Proposal
Nguyen Van A
–
Class: …
9
improve the accuracy and reliability of the research (Neuman, 2006, p. 149). The data will
be gathered from the initial sample group as outlined below.
–
Participant observations: 30 – 45 hours (a whole course in Vietnam usually takes
between 30 and 45 hours for 15 weeks), January 2007
–
April 2007.
–
Semi-structured interviews : 60 minutes, February 2007.
–
Questionnaire:
10
–
12 questionnaire items, April 2007.
–
Document analysis: ICT-integrated lesson plans prepared by the teacher, April 2007.
The data gathering and analysis will be tightly interwoven processes in the sense that data
analysis guides future data collection. Therefore, changes may be made to this provisional
timetable if the analysis of data collected early during the writing course indicates a need to
adopt a different sequence of data-gathering processes.
In the participant observations at each class meeting, the use of ICT applications and
instructional activities will be observed, and field notes will be compiled from the
observations. Also, the semi-structured interviews will be used as the primary means of data
collection. An arrangement will be made to interview the teacher after about one month of
observing the class. This interviews will be 60-minute long, tape recorded, and transcribed.
The interviews will be structured to gather data about the
teacher’s
principles for ICT-
integrated instruction, what the teacher does to teach with ICT, and how ICT integration
meets the course aims and objectives. Based on the interview proceeding, a wide possible
range of questions associated with ICT-integrated teaching and learning will be raised to
obtain responses from the teacher. The research questions will guide the data-gathering
process. The questionnaire will be used to gather data about
the students’ perceptions of their
ICT-assisted learning. The questionnaire will contain from 10 to 12 items. The questionnaire
is intended to ask students to (a) give a general comment on the integration of ICT in the
course; (b) describe their participation in class activities; (c) describe their engagement in
ICT-integrated learning; (d) note whether ICT integration in the course helps or hinders their
learning; and (e) explain how. Other questions to be included in the questionnaire will be
about the students’ age, sex, fluency in
language skills, and competence in using ICT
applications, especially computers. In addition, the structure and content of subsequent
interviews or questionnaires will be determined after the data analysis process has
commenced. Every effort will be made to ensure that the teacher and the students are
comfortable with the data collection techniques and that they are clear about the purposes of
Research Proposal
Nguyen Van A
–
Class: …
9
improve the accuracy and reliability of the research (Neuman, 2006, p. 149). The data will
be gathered from the initial sample group as outlined below.
–
Participant observations: 30 – 45 hours (a whole course in Vietnam usually takes
between 30 and 45 hours for 15 weeks), January 2007
–
April 2007.
–
Semi-structured interviews : 60 minutes, February 2007.
–
Questionnaire:
10
–
12 questionnaire items, April 2007.
–
Document analysis: ICT-integrated lesson plans prepared by the teacher, April 2007.
The data gathering and analysis will be tightly interwoven processes in the sense that data
analysis guides future data collection. Therefore, changes may be made to this provisional
timetable if the analysis of data collected early during the writing course indicates a need to
adopt a different sequence of data-gathering processes.
In the participant observations at each class meeting, the use of ICT applications and
instructional activities will be observed, and field notes will be compiled from the
observations. Also, the semi-structured interviews will be used as the primary means of data
collection. An arrangement will be made to interview the teacher after about one month of
observing the class. This interviews will be 60-minute long, tape recorded, and transcribed.
The interviews will be structured to gather data about the
teacher’s
principles for ICT-
integrated instruction, what the teacher does to teach with ICT, and how ICT integration
meets the course aims and objectives. Based on the interview proceeding, a wide possible
range of questions associated with ICT-integrated teaching and learning will be raised to
obtain responses from the teacher. The research questions will guide the data-gathering
process. The questionnaire will be used to gather data about
the students’ perceptions of their
ICT-assisted learning. The questionnaire will contain from 10 to 12 items. The questionnaire
is intended to ask students to (a) give a general comment on the integration of ICT in the
course; (b) describe their participation in class activities; (c) describe their engagement in
ICT-integrated learning; (d) note whether ICT integration in the course helps or hinders their
learning; and (e) explain how. Other questions to be included in the questionnaire will be
about the students’ age, sex, fluency in
language skills, and competence in using ICT
applications, especially computers. In addition, the structure and content of subsequent
interviews or questionnaires will be determined after the data analysis process has
commenced. Every effort will be made to ensure that the teacher and the students are
comfortable with the data collection techniques and that they are clear about the purposes of
Research Proposal
Nguyen Van A
–
Class: …
10
the data-gathering procedure. Furthermore,
document analysis of the teacher’s lesson plans
will supplement the information acquired by the other data collection methods.
Chapter 4. DATA ANALYSIS AND EXPECTED FINDINGS
The data will be analyzed according to the procedure for analysis of case study data
as suggested by McNabb (2004, pp. 366-367). First, the data will be organized into four
categories: ICT applications, ICT-
integrated activities, teacher’s strategies for ICT
integration, and students’ characterization of learning with ICT. Second,
I will generate
themes and code the data as follows:
1)
“Higher
–
order thinking skills”
-enhanced instructional activities (HOTS).
2)
Collaborative learning (CL).
3)
Research-focused study (RFS).
4)
Autonomous study (AUTO).
5)
Out-of-school study (OUT).
6)
Customized teaching and learning (CUS).
The subsequent steps for data analysis will be to apply the categories to data, search for
alternative explanations and present the report. Furthermore, as the study is involved in three
different research questions, specific data analysis to be carried out can be proposed as
follows:
In order to address the first research question, the field notes and interview
transcripts will be scrutinized
to identify the teacher’s
strategies for using ICT applications
and ICT-integrated activities t
he course. After that, the teacher’s
interview statements about
the teaching strategies will be compared with the classroom observations and content
analysis of the
teacher’s
lesson plans to describe what ICT-integrated strategies and activities
the teache
r has used for fostering students’ learning.
The data collected from the
questionnaire responses will be analyzed inductively to address the second and third research
question.
Phrases from the participants’ responses that fit into the general analytic ca
tegories
will be extracted and sorted into relevant clusters. These clusters will be examined to
identify overall themes from the data. These themes will be used to characterize particular
aspects of ICT-
integration that help or hinder students’ learning.
The data analysis is also
expected to indicate a framework for ICT-integration in language courses, especially English
writing courses. Hopefully, results and findings from the study will be significant for
Research Proposal
Nguyen Van A
–
Class: …
10
the data-gathering procedure. Furthermore,
document analysis of the teacher’s lesson plans
will supplement the information acquired by the other data collection methods.
Chapter 4. DATA ANALYSIS AND EXPECTED FINDINGS
The data will be analyzed according to the procedure for analysis of case study data
as suggested by McNabb (2004, pp. 366-367). First, the data will be organized into four
categories: ICT applications, ICT-
integrated activities, teacher’s strategies for ICT
integration, and students’ characterization of learning with ICT. Second,
I will generate
themes and code the data as follows:
1)
“Higher
–
order thinking skills”
-enhanced instructional activities (HOTS).
2)
Collaborative learning (CL).
3)
Research-focused study (RFS).
4)
Autonomous study (AUTO).
5)
Out-of-school study (OUT).
6)
Customized teaching and learning (CUS).
The subsequent steps for data analysis will be to apply the categories to data, search for
alternative explanations and present the report. Furthermore, as the study is involved in three
different research questions, specific data analysis to be carried out can be proposed as
follows:
In order to address the first research question, the field notes and interview
transcripts will be scrutinized
to identify the teacher’s
strategies for using ICT applications
and ICT-integrated activities t
he course. After that, the teacher’s
interview statements about
the teaching strategies will be compared with the classroom observations and content
analysis of the
teacher’s
lesson plans to describe what ICT-integrated strategies and activities
the teache
r has used for fostering students’ learning.
The data collected from the
questionnaire responses will be analyzed inductively to address the second and third research
question.
Phrases from the participants’ responses that fit into the general analytic ca
tegories
will be extracted and sorted into relevant clusters. These clusters will be examined to
identify overall themes from the data. These themes will be used to characterize particular
aspects of ICT-
integration that help or hinder students’ learning.
The data analysis is also
expected to indicate a framework for ICT-integration in language courses, especially English
writing courses. Hopefully, results and findings from the study will be significant for
Research Proposal
Nguyen Van A
–
Class: …
10
the data-gathering procedure. Furthermore,
document analysis of the teacher’s lesson plans
will supplement the information acquired by the other data collection methods.
Chapter 4. DATA ANALYSIS AND EXPECTED FINDINGS
The data will be analyzed according to the procedure for analysis of case study data
as suggested by McNabb (2004, pp. 366-367). First, the data will be organized into four
categories: ICT applications, ICT-
integrated activities, teacher’s strategies for ICT
integration, and students’ characterization of learning with ICT. Second,
I will generate
themes and code the data as follows:
1)
“Higher
–
order thinking skills”
-enhanced instructional activities (HOTS).
2)
Collaborative learning (CL).
3)
Research-focused study (RFS).
4)
Autonomous study (AUTO).
5)
Out-of-school study (OUT).
6)
Customized teaching and learning (CUS).
The subsequent steps for data analysis will be to apply the categories to data, search for
alternative explanations and present the report. Furthermore, as the study is involved in three
different research questions, specific data analysis to be carried out can be proposed as
follows:
In order to address the first research question, the field notes and interview
transcripts will be scrutinized
to identify the teacher’s
strategies for using ICT applications
and ICT-integrated activities t
he course. After that, the teacher’s
interview statements about
the teaching strategies will be compared with the classroom observations and content
analysis of the
teacher’s
lesson plans to describe what ICT-integrated strategies and activities
the teache
r has used for fostering students’ learning.
The data collected from the
questionnaire responses will be analyzed inductively to address the second and third research
question.
Phrases from the participants’ responses that fit into the general analytic ca
tegories
will be extracted and sorted into relevant clusters. These clusters will be examined to
identify overall themes from the data. These themes will be used to characterize particular
aspects of ICT-
integration that help or hinder students’ learning.
The data analysis is also
expected to indicate a framework for ICT-integration in language courses, especially English
writing courses. Hopefully, results and findings from the study will be significant for
Research Proposal
Nguyen Van A
–
Class: …
11
teachers, especially language teachers, to incorporate ICT as a component of educational
technology into classrooms for teaching and learning enhancement.
Ethical Issues
In this research, the ethical principles for conducting qualitative studies will be
rigorously followed. For example, neutral identifiers will be used to maintain the
confidentiality of the interviewees. The names of the college, the teacher and the students
will be fictitious to enhance the confidentiality of the participants. Codes will refer to
interview data. Also, the informed consent of the teacher and students will be obtained to the
commencement of the study.
Dissemination and policy relevance
On completion of the research report, the study will be presented at teachers
’
workshops or submitted to the Journal of Education and Development using Information and
Communication Technology or another educational journal for disseminating the results and
findings.
A Timeline for Conducting the Research
–
September 2016
–
October 2016: Have the research proposal approved.
–
November 2017
–
January 2017: Collect data and analyze data.
–
February 2017
–
March 2017: Collect subsequent data if necessary.
–
March 2017
–
April 2017: Write and finalize a research report.
–
From the end of April 2017: Disseminate the study through an educational journal.
Research Proposal
Nguyen Van A
–
Class: …
11
teachers, especially language teachers, to incorporate ICT as a component of educational
technology into classrooms for teaching and learning enhancement.
Ethical Issues
In this research, the ethical principles for conducting qualitative studies will be
rigorously followed. For example, neutral identifiers will be used to maintain the
confidentiality of the interviewees. The names of the college, the teacher and the students
will be fictitious to enhance the confidentiality of the participants. Codes will refer to
interview data. Also, the informed consent of the teacher and students will be obtained to the
commencement of the study.
Dissemination and policy relevance
On completion of the research report, the study will be presented at teachers
’
workshops or submitted to the Journal of Education and Development using Information and
Communication Technology or another educational journal for disseminating the results and
findings.
A Timeline for Conducting the Research
–
September 2016
–
October 2016: Have the research proposal approved.
–
November 2017
–
January 2017: Collect data and analyze data.
–
February 2017
–
March 2017: Collect subsequent data if necessary.
–
March 2017
–
April 2017: Write and finalize a research report.
–
From the end of April 2017: Disseminate the study through an educational journal.
Research Proposal
Nguyen Van A
–
Class: …
11
teachers, especially language teachers, to incorporate ICT as a component of educational
technology into classrooms for teaching and learning enhancement.
Ethical Issues
In this research, the ethical principles for conducting qualitative studies will be
rigorously followed. For example, neutral identifiers will be used to maintain the
confidentiality of the interviewees. The names of the college, the teacher and the students
will be fictitious to enhance the confidentiality of the participants. Codes will refer to
interview data. Also, the informed consent of the teacher and students will be obtained to the
commencement of the study.
Dissemination and policy relevance
On completion of the research report, the study will be presented at teachers
’
workshops or submitted to the Journal of Education and Development using Information and
Communication Technology or another educational journal for disseminating the results and
findings.
A Timeline for Conducting the Research
–
September 2016
–
October 2016: Have the research proposal approved.
–
November 2017
–
January 2017: Collect data and analyze data.
–
February 2017
–
March 2017: Collect subsequent data if necessary.
–
March 2017
–
April 2017: Write and finalize a research report.
–
From the end of April 2017: Disseminate the study through an educational journal.
Research Proposal
Nguyen Van A
–
Class: …
i
REFERENCES
Bloom, B. S. (Ed.). (1964).
Taxonomy of educational objectives : the classification of
educational goals/ by a committee of college and university examiners
. London:
Longman.
Bruner, J. S. (1962).
On knowing : essays for the left hand
. Cambridge: Belknap Press of
Harvard University Press.
Bruner, J. S. (1966).
Toward a theory of instruction
. Cambridge, Mass: Belknap Press of
Harvard University.
Clouse, R. W., & Nelson, H. E. (2000). School reform, constructed learning, and
educational technology.
Journal of Educational Technology Systems
, 28(4), 289-
303.
Committee on Developments in the Science of Learning (Ed.). (2000).
How People Learn:
Brain, Mind, Experience, and School
. Washington, D.C.: National Academy Press.
Harrison, C., Comber, C., Fisher, T., Haw, K., Lewin, C., Lunzer, E., McFarlane, A.,
Mavers, D., Scrimshaw, B., Somekh, B., & Watling, R. (2002). The impact of
information and communication technologies on pupil learning and attainment.
A
report to the DfES in
ICT in Schools Research and Evaluation Series
. 7
ICTs for learning. (2004).
School Information Kit
. The State of Queensland: Department of
Education and the Arts.
Lankshear, C., Snyder, I., & Green, B. (2000).
Teachers and technoliteracy: Managing
literacy, technology and learning in schools
. St Leonards, NSW: Allen& Unwin.
MacKinnon, G., & Williams, P. (2006). Models for integrating technology in higher
education.
Journal of College Science Teaching,
35 (7), 22-29.
McNabb, D. (2004).
Research methods for political science: Quantitative and
qualitative
methods
. New York: M.E. Sharpe.
Research Proposal
Nguyen Van A
–
Class: …
i
REFERENCES
Bloom, B. S. (Ed.). (1964).
Taxonomy of educational objectives : the classification of
educational goals/ by a committee of college and university examiners
. London:
Longman.
Bruner, J. S. (1962).
On knowing : essays for the left hand
. Cambridge: Belknap Press of
Harvard University Press.
Bruner, J. S. (1966).
Toward a theory of instruction
. Cambridge, Mass: Belknap Press of
Harvard University.
Clouse, R. W., & Nelson, H. E. (2000). School reform, constructed learning, and
educational technology.
Journal of Educational Technology Systems
, 28(4), 289-
303.
Committee on Developments in the Science of Learning (Ed.). (2000).
How People Learn:
Brain, Mind, Experience, and School
. Washington, D.C.: National Academy Press.
Harrison, C., Comber, C., Fisher, T., Haw, K., Lewin, C., Lunzer, E., McFarlane, A.,
Mavers, D., Scrimshaw, B., Somekh, B., & Watling, R. (2002). The impact of
information and communication technologies on pupil learning and attainment.
A
report to the DfES in
ICT in Schools Research and Evaluation Series
. 7
ICTs for learning. (2004).
School Information Kit
. The State of Queensland: Department of
Education and the Arts.
Lankshear, C., Snyder, I., & Green, B. (2000).
Teachers and technoliteracy: Managing
literacy, technology and learning in schools
. St Leonards, NSW: Allen& Unwin.
MacKinnon, G., & Williams, P. (2006). Models for integrating technology in higher
education.
Journal of College Science Teaching,
35 (7), 22-29.
McNabb, D. (2004).
Research methods for political science: Quantitative and
qualitative
methods
. New York: M.E. Sharpe.
Research Proposal
Nguyen Van A
–
Class: …
i
REFERENCES
Bloom, B. S. (Ed.). (1964).
Taxonomy of educational objectives : the classification of
educational goals/ by a committee of college and university examiners
. London:
Longman.
Bruner, J. S. (1962).
On knowing : essays for the left hand
. Cambridge: Belknap Press of
Harvard University Press.
Bruner, J. S. (1966).
Toward a theory of instruction
. Cambridge, Mass: Belknap Press of
Harvard University.
Clouse, R. W., & Nelson, H. E. (2000). School reform, constructed learning, and
educational technology.
Journal of Educational Technology Systems
, 28(4), 289-
303.
Committee on Developments in the Science of Learning (Ed.). (2000).
How People Learn:
Brain, Mind, Experience, and School
. Washington, D.C.: National Academy Press.
Harrison, C., Comber, C., Fisher, T., Haw, K., Lewin, C., Lunzer, E., McFarlane, A.,
Mavers, D., Scrimshaw, B., Somekh, B., & Watling, R. (2002). The impact of
information and communication technologies on pupil learning and attainment.
A
report to the DfES in
ICT in Schools Research and Evaluation Series
. 7
ICTs for learning. (2004).
School Information Kit
. The State of Queensland: Department of
Education and the Arts.
Lankshear, C., Snyder, I., & Green, B. (2000).
Teachers and technoliteracy: Managing
literacy, technology and learning in schools
. St Leonards, NSW: Allen& Unwin.
MacKinnon, G., & Williams, P. (2006). Models for integrating technology in higher
education.
Journal of College Science Teaching,
35 (7), 22-29.
McNabb, D. (2004).
Research methods for political science: Quantitative and
qualitative
methods
. New York: M.E. Sharpe.
Research Proposal
Nguyen Van A
–
Class: …
ii
Neuman, W. L. (2006).
Social research methods: Qualitative and quantitative
approaches
(6
th
ed.). Boston: Allyn and Bacon.
Newhouse, C.P. (2002).
The impact of ICT on learning and teaching
. A literature review for
the Western Australian Department of Education. Perth: Specialist Educational
Services.
Osborne, R., & Wittrock, M. (1985). The generative learning model and its implications for
science education.
Studies in Science Education
, 12, 59-87.
Perkins, D. N. (1992). Technology meets constructivism: Do they make a marriage? In T. M.
Duffy & D. H. Jonassen (Eds.),
Constructivism and the Technology of
Instruction: A
Conversation
(pp. 45-55). New Jersey: Lawrence Erlbaum Associates.
Piaget, J. (1970). Piaget’s theory. In P. H. Mussen (Ed.),
Carmichael’s Manual of Child
Psychology, Vol. 1
(pp. 703-732). New York, NY: John Wiley &
Sons.
Punch, K.F. (1998).
Introduction to social research: Quantitative and qualitative
approaches
. London: Sage.
Samuel, R.J., & Bakar, Z.A. (2006). The utilization and integration of ICT tools in
promoting English language teaching and learning: Reflections from English option
teachers in Kuala Langat District, Malaysia.
International Journal of Education and
Development using Information and Communication Technology
, 2 (2), 4-11.
Shneiderman, B., Borkowski, E.Y., Alavi, M., & Norman, K. (1998). Emergent patterns of
teaching/learning in electronic classrooms.
Educational Technology, Research and
Development,
46 (4), 23-34.
Teachers and technology: Making the connection. (1995).
OTA-EHR-616
. Washington, DC:
U.S. Government Printing Office.
The CEO forum school technology and readiness report (The CEO report). (2001).
The
CEO Forum on Education and Technology
.
Research Proposal
Nguyen Van A
–
Class: …
ii
Neuman, W. L. (2006).
Social research methods: Qualitative and quantitative
approaches
(6
th
ed.). Boston: Allyn and Bacon.
Newhouse, C.P. (2002).
The impact of ICT on learning and teaching
. A literature review for
the Western Australian Department of Education. Perth: Specialist Educational
Services.
Osborne, R., & Wittrock, M. (1985). The generative learning model and its implications for
science education.
Studies in Science Education
, 12, 59-87.
Perkins, D. N. (1992). Technology meets constructivism: Do they make a marriage? In T. M.
Duffy & D. H. Jonassen (Eds.),
Constructivism and the Technology of
Instruction: A
Conversation
(pp. 45-55). New Jersey: Lawrence Erlbaum Associates.
Piaget, J. (1970). Piaget’s theory. In P. H. Mussen (Ed.),
Carmichael’s Manual of Child
Psychology, Vol. 1
(pp. 703-732). New York, NY: John Wiley &
Sons.
Punch, K.F. (1998).
Introduction to social research: Quantitative and qualitative
approaches
. London: Sage.
Samuel, R.J., & Bakar, Z.A. (2006). The utilization and integration of ICT tools in
promoting English language teaching and learning: Reflections from English option
teachers in Kuala Langat District, Malaysia.
International Journal of Education and
Development using Information and Communication Technology
, 2 (2), 4-11.
Shneiderman, B., Borkowski, E.Y., Alavi, M., & Norman, K. (1998). Emergent patterns of
teaching/learning in electronic classrooms.
Educational Technology, Research and
Development,
46 (4), 23-34.
Teachers and technology: Making the connection. (1995).
OTA-EHR-616
. Washington, DC:
U.S. Government Printing Office.
The CEO forum school technology and readiness report (The CEO report). (2001).
The
CEO Forum on Education and Technology
.
Research Proposal
Nguyen Van A
–
Class: …
ii
Neuman, W. L. (2006).
Social research methods: Qualitative and quantitative
approaches
(6
th
ed.). Boston: Allyn and Bacon.
Newhouse, C.P. (2002).
The impact of ICT on learning and teaching
. A literature review for
the Western Australian Department of Education. Perth: Specialist Educational
Services.
Osborne, R., & Wittrock, M. (1985). The generative learning model and its implications for
science education.
Studies in Science Education
, 12, 59-87.
Perkins, D. N. (1992). Technology meets constructivism: Do they make a marriage? In T. M.
Duffy & D. H. Jonassen (Eds.),
Constructivism and the Technology of
Instruction: A
Conversation
(pp. 45-55). New Jersey: Lawrence Erlbaum Associates.
Piaget, J. (1970). Piaget’s theory. In P. H. Mussen (Ed.),
Carmichael’s Manual of Child
Psychology, Vol. 1
(pp. 703-732). New York, NY: John Wiley &
Sons.
Punch, K.F. (1998).
Introduction to social research: Quantitative and qualitative
approaches
. London: Sage.
Samuel, R.J., & Bakar, Z.A. (2006). The utilization and integration of ICT tools in
promoting English language teaching and learning: Reflections from English option
teachers in Kuala Langat District, Malaysia.
International Journal of Education and
Development using Information and Communication Technology
, 2 (2), 4-11.
Shneiderman, B., Borkowski, E.Y., Alavi, M., & Norman, K. (1998). Emergent patterns of
teaching/learning in electronic classrooms.
Educational Technology, Research and
Development,
46 (4), 23-34.
Teachers and technology: Making the connection. (1995).
OTA-EHR-616
. Washington, DC:
U.S. Government Printing Office.
The CEO forum school technology and readiness report (The CEO report). (2001).
The
CEO Forum on Education and Technology
.