VIETNAM NATIONAL UNIVERSITY, IIANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDTES FACULTY OF POST-GRADUATE STUDIES JACOB MICHAEL ADAMS AN EVALUATION OF THE USE OF SMARTBOARD TECIINOLOGY IN TEACIING AT IIORIZON INTERNATIONAL BILINGUAL SCHOOL IN HANOT, VIETNAM (2013-2014) Banh pia viée su dung bảng thông mình trung giáng đạy ở Trưởng song ngữ quốc tế Horizon Hà Nội. MINOR PROGRAM THESIS Field : English Teaching Methodology Code : 60140111 TIANOI, 2015 VIETNAM NATIONAL UNIVERSITY, IIANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDTES FACULTY OF POST-GRADUATE STUDIES JACOB MICHAEL ADAMS AN EVALUATION OF THE USE OF SMARTBOARD TECIINOLOGY IN TEACIING AT IIORIZON INTERNATIONAL BILINGUAL SCHOOL IN HANOT, VIETNAM (2013-2014) sit dung bằng thông minh trong giảng dạy ở Trường song ngữ quốc tế Horizon Hà Nội. MINOR PROGRAM THESIS Field : English Teaching Methodology Cade : 60140111 SUPERVISOR : Dr.D TIANOI, 2015 DECLARATION This thesis is a compilation of my original research work. Every effort was made to clearly indicate the contributing individuals, with specific reference to the literary review.
This thesis was completed under the guidance of my supervisor, Dr. BS Tudn Minh, P. at the University of Languages and Intemational Studies, VNU. Student's Name Jacob Michael Adams In my capacity as supervisor of this candidate's thesis.
I certify that the above statements are true to the best of my knowledge. Supervisor Đỗ Tuấn Minh, P. Date: Hanoi, 2015 COMMITMENTS: T entrust that the contents of this thesis be used for the benefit of the use of SmartBoard technology in teaching students at Horizon Intemational Bilingual School, Hanoi, Viebwnu. now and in the future CLAPTER 3, FINDINGS AND DISCUSSION.2 Implications for Further Research.
CONCLUSION M REFERENCES 6 APENDIX 4 1 APENDIX B. IV vi CLAPTER 3, FINDINGS AND DISCUSSION.2 Implications for Further Research. CONCLUSION M REFERENCES 6 APENDIX 4 1 APENDIX B. IV vi CLAPTER 3, FINDINGS AND DISCUSSION.2 Implications for Further Research.
CONCLUSION M REFERENCES 6 APENDIX 4 1 APENDIX B. IV vi High’ RST. Bouks Gludent book, workbook, teacher's book, iTools interactive SmartBoard program, as well as the student’s DVD ROM), levels 1 through 5. intends its teachers to utilize all of these materials in class to help bridge the gap between theory and practice.
Rationale My rationals for incorporating the usc of he SmarfBoads in H. is mainly for the fact that H. has SmartBoards in almost all of the classrooms, but as a teacher, I don’t know how other teachers and students feel about this technology and its use. 1 want to take a closer look at the use of SmartBoard technology used at Iorizon Intemational Bilingual School, Mlanoi.
‘The only classrourn without 4 SinartBoard was 12" grade’s classroom, which is getting it installad in the immediate future, and now has been rescarching this project. In yems pasl, H-I.§, has had SmartBoards, however not many tcachers used them because of lack of knowledge or lack of good software. I have observed this myself through theory and in practice, while teaching for this school since the beginning of the 2011 academic year.5, has aimed to train the teachers on the use of SmartBoards, although the training was only part of two mornings, and has supplied the teachers with program materials to be used on the SmariBoards, 11. hopes that all teachers now have the necessary skills needed to make nse af the SmartRoards.
has resomces ftom the publishing company that they have purchased their educational books fiom.S, also has attcrnpted to train its tuachers on how {o create simple Sra {Board lessons Tiried to incorporate the use of the SmartBoard mere into the lessons that T prepared for teaching to high school students inn Horizon hiernational Bilingual School, although I'm not sure if I fee] that 1 have been trained enough. I do not know how other teachers feel about using the SmartBoard. This thesis will show the teachers and students’ views of the use of SmartBoard technology in teaching at COMMITMENTS: T entrust that the contents of this thesis be used for the benefit of the use of SmartBoard technology in teaching students at Horizon Intemational Bilingual School, Hanoi, Viebwnu. now and in the future ACKNOWLEDGEMENTS: I would like to thank all of the teachers and students who taught for and attended Horizon Intemational Bilingual School (H.) in Hanoi, Vietnam, for their participation allowing me lo conduct this thesis in a professional manner.
I would like to thank all of the teachers and students who answered questions to the surveys honestly, thus allowing for high quality results in advancing this research that 1 have begun. T would also like to thank former Principal Abdil Karakoc, whom without his support; this project could not have been possible. I would like to futher tank Nguyen Thanh Thụy [ớt translating docuuicuts Usal needed to be phrased into the Viemamese language for my studies, including the abstract. iti TABLE OF CONTENTS: DECLARATION.
TABLE OF CONTENIS. 3, Methodology: 6, Organization (structure of the thesis) 7, Research Questions PART B. LI Use of SMART Boards for leaching, learning L2 The unexpected impact of SMART Boards and the emergence of a professional learning conunanity within an elementary sehoal. 19 13 Beginner Adult ESL Edacation in the Age of Technology.
14 Second Language Learning in the 24° Century Classroom.1 Data Collection Information .2 Phase 2 2 TABLE OF CONTENTS: DECLARATION. TABLE OF CONTENIS. 3, Methodology: 6, Organization (structure of the thesis) 7, Research Questions PART B. LI Use of SMART Boards for leaching, learning L2 The unexpected impact of SMART Boards and the emergence of a professional learning conunanity within an elementary sehoal.
19 13 Beginner Adult ESL Edacation in the Age of Technology. 14 Second Language Learning in the 24° Century Classroom.1 Data Collection Information .2 Phase 2 2 CLAPTER 3, FINDINGS AND DISCUSSION.2 Implications for Further Research. CONCLUSION M REFERENCES 6 APENDIX 4 1 APENDIX B. IV vi ABSTRACT This research thesis is an evaluation of how SmartBoard technology was used at, Horizon Ttermational Bilmgual School (H.), in Hanoi, Vietnam during the 2013-2014 academic year, HLB.
has classrooms equipped with the latest in technological learning devices, such as the SmartBoard. This thesis will show how this technology is viewed and used by students and teachers alike al HLTB. T used anonymous surveys lo collect qualitative data results, aud respecuvely used qualitative analysis to show how’ this technology was used and viewed by individuals who taught for and attended ILIB. during the 2013-2014 academic year.
The main point of this thesis is to improve the use of modem technology in teaching, especially in the use of the SmartBoard, at H. in the following years to come. KEYWORDS: (Si artBoard, HI., education, technology, teachers, studerits) TABLE OF CONTENTS: DECLARATION. TABLE OF CONTENIS.
3, Methodology: 6, Organization (structure of the thesis) 7, Research Questions PART B. LI Use of SMART Boards for leaching, learning L2 The unexpected impact of SMART Boards and the emergence of a professional learning conunanity within an elementary sehoal. 19 13 Beginner Adult ESL Edacation in the Age of Technology. 14 Second Language Learning in the 24° Century Classroom.1 Data Collection Information.
INTRODUCTION ‘The immovative practice thal HLLB. has chosen to aid in the advancing of the cducational process for the students at Horizon Intemational Bilingual School (H.) with their education in ESL, and other subjects, is the incorporation of the use of the school’s SmartBoards in the daily lessons to help stimulate the minds of the students in all grades at H. Whiteboards have been our traditional method of transposing classroom language, and have helped greatly in giving visual aids in the classroom. ‘Today’s classroom technology keeps growing and growing.
Now, many schools throughout the world, inchiding IL., are using SmartBoard teclmolagy. Smuar{Board teclmology uses @ touch-screen julerface (ough the use ofa projector, all finally boing operated by a computa, which is in turn operated by the teacher. The first Smar(Rourd Iroke into the cducalional market in 1991, and has continued to devclop its technology into the model that arrived on the market in 2003. These interactive whiteboards are available from a growing number of companies and are becoming very popular with both teachers and students.
‘They offer a situation where the students can be in control of learning while the teacher plays the role of the mediator in case of confusion. These SmartBoards combine the use of words, pictures, sound and video in a way that the students can interact with the lesson itself. A teacher can use materials provided by the educational company that they purchase their books from, find materials and lesson plans online, or make their own SmartBoard lessons utilizing one of many computer programs that have been developed for the usc of this technology. ‘The location will be at H.
Hanoi, Vietnam campus to secondary and high school students. The context will be used in the ESL classroom setting using, supplementary programs provided with the ESL textbooks tor the 2013-2014 academic year, plus the use of any additional resources that the individual teacher chose to use.’ secondary and high school has been using Oxford “Aim ACKNOWLEDGEMENTS: I would like to thank all of the teachers and students who taught for and attended Horizon Intemational Bilingual School (H.) in Hanoi, Vietnam, for their participation allowing me lo conduct this thesis in a professional manner. I would like to thank all of the teachers and students who answered questions to the surveys honestly, thus allowing for high quality results in advancing this research that 1 have begun. T would also like to thank former Principal Abdil Karakoc, whom without his support; this project could not have been possible.
I would like to futher tank Nguyen Thanh Thụy [ớt translating docuuicuts Usal needed to be phrased into the Viemamese language for my studies, including the abstract. iti TABLE OF CONTENTS: DECLARATION. TABLE OF CONTENIS. 3, Methodology: 6, Organization (structure of the thesis) 7, Research Questions PART B.
LI Use of SMART Boards for leaching, learning L2 The unexpected impact of SMART Boards and the emergence of a professional learning conunanity within an elementary sehoal. 19 13 Beginner Adult ESL Edacation in the Age of Technology. 14 Second Language Learning in the 24° Century Classroom.1 Data Collection Information .2 Phase 2 2 CLAPTER 3, FINDINGS AND DISCUSSION.2 Implications for Further Research. CONCLUSION M REFERENCES 6 APENDIX 4 1 APENDIX B.
IV vi COMMITMENTS: T entrust that the contents of this thesis be used for the benefit of the use of SmartBoard technology in teaching students at Horizon Intemational Bilingual School, Hanoi, Viebwnu. now and in the future ABSTRACT This research thesis is an evaluation of how SmartBoard technology was used at, Horizon Ttermational Bilmgual School (H.), in Hanoi, Vietnam during the 2013-2014 academic year, HLB. has classrooms equipped with the latest in technological learning devices, such as the SmartBoard. This thesis will show how this technology is viewed and used by students and teachers alike al HLTB.
T used anonymous surveys lo collect qualitative data results, aud respecuvely used qualitative analysis to show how’ this technology was used and viewed by individuals who taught for and attended ILIB. during the 2013-2014 academic year. The main point of this thesis is to improve the use of modem technology in teaching, especially in the use of the SmartBoard, at H. in the following years to come.
KEYWORDS: (Si artBoard, HI., education, technology, teachers, studerits) High’ RST. Bouks Gludent book, workbook, teacher's book, iTools interactive SmartBoard program, as well as the student’s DVD ROM), levels 1 through 5. intends its teachers to utilize all of these materials in class to help bridge the gap between theory and practice. Rationale My rationals for incorporating the usc of he SmarfBoads in H.
is mainly for the fact that H. has SmartBoards in almost all of the classrooms, but as a teacher, I don’t know how other teachers and students feel about this technology and its use.
