Navigating Technology Integration in Vietnamese Lower Secondary Schools During Curriculum Reform

• In Event: AERA Roundtable Session Saturday 3:45 pm - Gold 1
  In Roundtable Session: Beyond the Tools: Equity, Tech, and Global Teacher Learning

Abstract

This qualitative case study examines how Vietnamese lower secondary teachers use technology to develop students' competencies during Vietnam's competency-based curriculum reform. Using Rogers' Diffusion of Innovation theory, the study analyzes data from three Science teachers through interviews, classroom observations, and professional meetings. Findings reveal that teachers use monitors and Learning Management Systems to summarize content, organize interactive games, and share additional resources, believing these practices develop communication, cooperation, and self-study competencies. While teachers are motivated by technology's relative advantages and observability, significant challenges persist, including inadequate testing systems, student exhaustion from private tutoring, poor facilities, ineffective training, and pedagogical beliefs favoring traditional lecture methods. Understanding these challenges is crucial for developing effective professional development programs supporting successful technology integration in education.

Author

• Vu Phuc Phuong Dao, University of Minnesota