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number: /2023
CIT number: 0
Number of views: 728
The 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015 has proposed Quality Education as one of the Sustainable Development Goals. In the Post-COVID era, the major apprehension was to add values to learners’ lives with connection and continuity. A matter of concern was that though the physical distancing did matter, social and emotional correctness was even more critical. One positive development was that the number of the technology users and technology usage in the context of India had increased exponentially. The ownership and the use of touchscreen technologies such as smartphones and tablets are rapidly increasing and the technology users are now much younger in age. Children have become techsavvy at early ages. The rapid expansion of technology has made the new generation more dependent and proficient in making the use of computers, mobile devices and other digital technologies. Nevertheless, in the context of early childhood settings, there are some influences that may differentiate the technology use behaviors of preschool children, which are generally constructed at home or school environment. This paper deals with how the preschools in the COVID-19 pandemic situation have taken hold of the foundational education of children with the innovative ideas and integrating technology into their pedagogy. The ICT applications in teaching-learning processes in preschool were also studied by the researchers. The pedagogical interventions offered by them were analyzed and the practices of technology integrating teaching learning at preschools were observed. In addition to this, the information through a questionnaire and structured interviews was also obtained from the teachers. The paper has explained the innovative technological interventions incorporated such as virtual shows and tours, smart books, speaking pens, touch and feel books etc. for stimulating the young minds. Further to this, it seeks to define the possible influences, effects and praxis of technology use in early childhood settings, and also intends to explore the current mindset of teachers about technology use in the field of early childhood education.
number: /2023
CIT number: 0
Number of views: 650
Digital transformation is gaining attention and becoming a trend in higher education, but not many results in Vietnam have been recorded. On the basis of the review of the main views on digital transformation and digital transformation in higher education and relevant theories of business process management (BPM), this paper clarifies the similarities between business process management and digital transformation, thereby showing a highly feasible approach in laying the foundation for digital transformation at universities. The results from the application of the BPM model at Hanoi University of Industry, with initial success in digital transformation in higher education, possibly offer meaningful and practical lessons for Vietnamese universities.
number: /2023
CIT number: 0
Number of views: 730
The use of technology and applications in education has continued to increase over the last few decades, and many studies show the effectiveness of using technology in teaching and learning. The central question in the present research is how Vietnamese teachers and students use Google products, as a new technology solution, to transform teaching and learning as well as to motivate students’ learning. By selecting a public school in Ha Noi and a private school in Ho Chi Minh City with 31 teachers and 112 students, the present research investigated students’ and teachers’ attitudes toward using technology in the classroom as well as their practices using Chromebooks and Google Workspace for their teaching and learning activities. The results showed that both students and teachers had positive attitudes toward using technology in the classroom. One of the most important findings is that teachers and students find Chromebooks and Google Workspace for Education as valuable tools. Teachers expressed their interests in using Chromebooks mostly because Chromebooks consist of many applications that teachers can use for different purposes such as online teaching, assessment and classroom management. Within the scope of the pilot program, teachers also recognised that the use of Google Solutions have a positive effect on students’ learning. Students perceived that Chromebooks are great for their learning and they are willing to introduce Chromebooks to their friends. Using Google applications give students more opportunities to collaborate and communicate with their peers as well as to solve the problems during their learning. The result also shows that there are differences in students’ motivation to learn Math before and after the pilot program.
number: /2023
CIT number: 0
Number of views: 704
With the advancement of digital technology, online learning is no longer merely a potential learning method to enable a diverse range of learners’ access to education, but is increasingly becoming a crucial learning method at every school level. The majority of research problems and challenges regarding online learning stems from the question of how learners obtain and maintain positive learning motivation in online learning settings. This study seeks to examine the situational motivation of high school students enrolled in continuing education programs via online learning in Vietnam, thereby examining the differences by genders, groups, online learning duration, and online learning programs. The snowball sampling method was utilized, and the questionnaire was designed using the Google Forms tool. The data set for analysis includes 633 records collected between September 17 and October 10, 2021. The study’s findings investigated the situational motivation of continuing education learners in online learning in Vietnam, in which: Situational Motivation Scales varied in factors of Intrinsic Motivation, Identified Regulation, External Regulation, and Amotivation. In addition, the research findings indicate disparities of situational motivation in online learning between male and female learners, by school grades, by learning time, and by learning program. Firstly, the results reveal that there is a difference by gender and duration of online learning between three factors of Intrinsic Motivation, Identified Regulation, External Regulation, and Amotivation. Secondly, the results by school grades show differences in factors within the same grades as well as disparities across grades in the same factor. Third, the findings for SMS of learners enrolled in an online learning program suggest that there is a difference by subject in the same factor and a difference in a subject with various factors. Therefore, these findings are expected to provide critical evidence for academics studying learner motivation in general, and online learners in particular. Furthermore, the findings can help educators and teachers better understand the situational motivation of continuing education learners in the online learning environment, in order to have effective pedagogical and psychological measures in place to encourage effective online learning, increase the quality of online teaching and learning, and move learners toward self-determination.
number: /2023
CIT number: 0
Number of views: 906
Research and analyze the definitions of AI chatbots, the basic architecture of intelligent chatbots, international publications on the application of AI Chatbots in teaching, through the theoretical research method as a scientific basis to perfect AI chatbots scripting process in teaching. The focus of the study is also novelty, the author’s new contribution is through the study of the digitization of chemical databases, the compatibility between AI chatbots and the proposed content of chemistry teaching. From there, the process of building AI Chatbot scenarios in teaching subjects in general and chemistry in particular is proposed to contribute to the development of students’ self-study, self-control and self-discovery capacity. Thanks to this AI chatbot scripting process, with a new teaching medium, the new teacher is the AI chatbot virtual assistant, making teaching easier.
number: /2023
CIT number: 0
Number of views: 745
Virtual reality technology (VR) was growing strongly and applied in education in general and special education in particular. Many studies have shown the benefits of using virtual reality in the education of children with disabilities. By using experimental methods and case studies, the article presents in detail how to conduct as well as the results of 09 experimental sessions for 02 students with Attention Deficit – Hyperactivity Disorder (ADHD) in Hanoi. Experimental results show that both children showed improvement in concentration at the end of the sessions, but 09 training sessions are too short because each session lasts for only 7-20 minutes; therefore, it is not enough to conclude the progress for 02 children with ADHD. Hence, this study proposes that a longer experimental period is needed in combination with educational therapies for children with ADHD. Additionally, VRapeutic software also needs to be further improved in both quality and price adjustment in order to match with the Vietnamese context.
number: /2023
CIT number: 0
Number of views: 708
number: /2023
CIT number: 0
Number of views: 677
This study explored the experiences of 13 core teachers of Enhancing Teacher Education Program when supporting their peers to fulfill online learning courses via the learning management system. It used a qualitative and interpretive methodological approach through semi-structured interviews to investigate the forms and factors affecting peer support in online learning. Research findings showed two forms of peer support via online and offline modalities. Exploring enabling factors for peer support in online learning is a great support of local administrative agencies and school leaders, core teachers’ personal experiences and reputations. However, core teachers identified a number of challenges including the limited digital skills and low learning motivation of recipients, core teachers’ heavy workload, and unreasonable compensation. These research findings contribute to the knowledge of teacher professional development and put forward recommendations to improve the online training courses and the work of core teachers in Vietnam.
number: /2023
CIT number: 0
Number of views: 618
Using virtual reality technology (Virtual Reality - VR) in general and VR headsets in particular in teaching and learning has been implemented around the world. Actual results in many countries show that VR technology provides students with a new and effective learning platform. Students have diverse learning opportunities and practice through interaction to increase the ability to experience, observe and absorb knowledge. With the help of VR technology, students have the opportunity to perform experiments that are difficult to do in real life. Vietnam is not an exception to that general trend; however, there exists a gap between theory and real practice. In order to improve the current situation, suitable assessments and changes are required. This article presents the results of theoretical research and the actual situation of equipping and using VR headsets in secondary schools in Vietnam and proposes relevant recommendations.
number: /2023
CIT number: 0
Number of views: 702
Scientific technology is increasingly developing, and the application of virtual reality in education for children with disabilities generally and children with autism spectrum disorders particularly is also increasing enormously. By reviewing 18 studies that have been published in prestigious international journals between 2013 and 2022, it is found that 1) most of the studies bring good results, users are satisfied and well adapted to virtual reality software; 2) studies aimed at supporting social skills education for children with autism spectrum disorders are focused more than ones in other fields; 3) several studies have shown that the application of virtual reality should also be applied together with other therapies for optimal effectiveness; 4) in order to confirm the effectiveness clearly, studies on large samples and longer duration are needed. Then, the paper proposes that there should be studies on building or applying existing virtual reality software in the education of children with autism spectrum disorders in Vietnam.