商品描述
This book aims to provide insights into the field of ICT-related teacher professional development, making valuable theoretical, empirical, and methodological contributions to the research within educational settings in developing countries like Vietnam. Over the years, technology has been an irreversible force driving educational transformation. Teachers' digital competence is increasingly essential for the effective integration of educational technology across curricula and plays an important role in ensuring quality assurance. English language teachers worldwide face similar challenges in upskilling and reskilling due to the fast development of information technology. In response to these global and local demands, governments from different continents (e.g. Asia, Europe or Africa, etc.) have been investing in educational technology as a pathway to sustainable social development. In-service digital mediated training is essential for teachers' upskilling and reskilling, requiring a context dependent framework for ICT-related professional development. Although numerous studies address the theme of educational technology, this book stands out as the first to establish a framework grounded in general theory of pedagogy, andragogy and a comprehensive need analysis. The empirical triangulation research with data collected from the surveys, interviews and meta-document analysis was employed in this study. This book provides practical guidelines and recommendations for policy makers, educators, curriculum designers and academic scholars. The findings offer valuable insights for language teacher educators and trainers, guiding an effective technology integration in English language education and shaping forward-thinking approach in a digitalized world.
商品描述(中文翻譯)
本書旨在提供有關資訊與通信技術（ICT）相關教師專業發展的見解，對於像越南這樣的發展中國家在教育環境中的研究做出有價值的理論、實證和方法論貢獻。多年來，科技一直是推動教育轉型的不可逆轉力量。教師的數位能力對於有效整合教育科技於課程中變得越來越重要，並在確保質量保證方面扮演著重要角色。全球的英語教師面臨著類似的挑戰，因為資訊科技的快速發展需要他們進行技能提升和再技能訓練。為了應對這些全球和地方的需求，來自不同大陸（例如亞洲、歐洲或非洲等）的政府已經在教育科技上進行投資，作為可持續社會發展的途徑。
在職數位媒介訓練對於教師的技能提升和再技能訓練至關重要，這需要一個依賴於情境的ICT相關專業發展框架。儘管有許多研究探討教育科技的主題，本書卻脫穎而出，成為首本建立在一般教育學、成人教育學及全面需求分析基礎上的框架。這項研究採用了實證三角測量研究，數據來自調查、訪談和元文件分析。本書為政策制定者、教育工作者、課程設計者和學術學者提供了實用的指導方針和建議。研究結果為語言教師教育者和培訓者提供了有價值的見解，指導在英語教育中有效整合科技，並在數位化的世界中塑造前瞻性的思維方式。
作者簡介
Dr Tuyen Van Nguyen graduated from the University of Newcastle, Australia, where he was awarded the prestigious Vice-Chancellor's Higher Degree by Research Training Program Scholarship in 2020. From 2014 to 2020, he was invited to provide ICT training for EFL teachers across Vietnam as part of the National Foreign Language Project 2025. In 2020-2021, he also worked as an online instructor for TESOL.org, delivering training courses on Developing an Online Teaching Program. His research interests include ICT-related teacher professional development, the integration of ICT in ELT/EFL, language testing and assessment, and cross-cultural communication. Dr Nguyen worked as a casual academic at the University of Newcastle for three years during his PhD candidature. He is currently a lecturer at the University of Da Nang, Vietnam. Dr Helena Sit is an Associate Professor in the School of Education (TESOL specialisation) at the University of Newcastle, Australia, where she works as a language teacher educator and PhD supervisor. Her research focuses on language teacher education, English-medium instruction (EMI), technology-enhanced language learning, and intercultural communication in education. Since completing her PhD in 2011, she has produced numerous scholarly publications, including books, journal articles, and book chapters, many of which have appeared in high-impact international outlets. Helena has successfully supervised doctoral candidates and maintains strong research collaborations with institutions across the Asia-Pacific region and beyond. She is actively engaged in academic leadership and currently serves as Vice President of the Applied Linguistics Association of Australia (ALAA). Her work contributes to advancing inclusive and technology-supported language education in global and multilingual contexts.
作者簡介(中文翻譯)
阮春文博士畢業於澳洲紐卡索大學，並於2020年獲得了享有盛譽的「副校長高級研究培訓計畫獎學金」。從2014年到2020年，他受邀為越南的英語作為外語（EFL）教師提供資訊與通信技術（ICT）培訓，這是國家外語計畫2025的一部分。在2020年至2021年間，他還擔任TESOL.org的線上講師，提供《發展線上教學計畫》的培訓課程。他的研究興趣包括與ICT相關的教師專業發展、ICT在英語教學（ELT）/英語作為外語（EFL）中的整合、語言測試與評估，以及跨文化溝通。阮博士在攻讀博士學位期間，曾在紐卡索大學擔任兼職學術職位三年。他目前是越南岘港大學的講師。
海倫娜·西特博士是澳洲紐卡索大學教育學院（TESOL專業）的一名副教授，擔任語言教師教育者和博士生導師。她的研究重點包括語言教師教育、英語媒介教學（EMI）、技術增強的語言學習，以及教育中的跨文化溝通。自2011年完成博士學位以來，她發表了大量學術出版物，包括書籍、期刊文章和書籍章節，其中許多在高影響力的國際期刊上發表。海倫娜成功指導了多位博士候選人，並與亞太地區及其他地區的機構保持著強有力的研究合作。她積極參與學術領導，目前擔任澳洲應用語言學協會（ALAA）的副會長。她的工作有助於推進全球和多語言環境中的包容性和技術支持的語言教育。
