ICT Competence of Pre-service Teachers in Vietnam: Structure and Impact Model

Hung Le  Thai; Thoa Dinh Thi  Kim; Lien Vu  Phuong; Vy Nguyen Thi  Phuong

doi:10.36941/jesr-2022-0076

Authors

Hung Le Thai Vietnam National University, Hanoi, University of Education, 144 Xuan Thuy, Cau Giay, Hanoi, Vietnam
Thoa Dinh Thi Kim Vietnam National University, Hanoi, University of Education, 144 Xuan Thuy, Cau Giay, Hanoi, Vietnam
Lien Vu Phuong Vietnam National University, Hanoi, University of Education, 144 Xuan Thuy, Cau Giay, Hanoi, Vietnam
Vy Nguyen Thi Phuong Vietnam National University, Hanoi, University of Education, 144 Xuan Thuy, Cau Giay, Hanoi, Vietnam

DOI:

https://doi.org/10.36941/jesr-2022-0076

Keywords:

ICT literacy, teacher candidates, pedagogy students, PLS-SEM, training activities

Abstract

Information and Communication Technology (ICT) has created ample distance learning opportunities during the Covid-19 pandemic. That also makes a requirement for transformation in education and teacher training. ICT competence is considered a part of pre-service teachers' professional competencies that apply technology in teaching and assessing students. This study aimed to determine the ICT competence level of student teachers by using ICT self-assessment surveys and find out the factors that affect student competence. The ICT competence structure was built based on four ICT skills frameworks containing 05 components: Using computers, using teaching and assessment applications, Using Internet resources, using peripheral devices, Communicating on an online platform. 289 pre-service teachers have participated in the survey. They self-assessed their ICT competence and answered the questionnaire about their training activities at university. The data was analyzed using the PLS-SEM method and found the positive impacts of infrastructure and learning activities on pre-service teachers' ICT competence.

Received: 8 February 2022 / Accepted: 29 March 2022 / Published: 5 May 2022