=Paper=
{{Paper
|id=Vol-2105/10000405
|storemode=property
|title=Exploring the ICT Proficiency Level among Primary and Secondary
School Teachers in Lao PDR
|pdfUrl=https://ceur-ws.org/Vol-2105/10000405.pdf
|volume=Vol-2105
|authors=Souphanh Thephavongsa,Liu Qingtang
|dblpUrl=https://dblp.org/rec/conf/icteri/ThephavongsaL18
}}
==Exploring the ICT Proficiency Level among Primary and Secondary
School Teachers in Lao PDR==
https://ceur-ws.org/Vol-2105/10000405.pdf
Exploring the ICT Proficiency Level among Primary and
Secondary School Teachers in Lao PDR
Souphanh Thephavongsa 1 Liu Qingtang2
1 Salavan Teacher Training College, Salavan Province, Lao PDR
sthephavongsa@yahoo.com
2 China Central Normal University, School of Education Information Technology, Wuhan,
Hupei Province, China
235188584@qq.com
Abstract. This study marks an important contribution to the education section
in Lao PDR concerning teacher’s ICT proficiency, which aims to reflect the
outcome of student teachers in each of the teacher training programs. The study
is focused on how teachers perceived basic ICT application knowledge and
skills. A survey was completed by 200 teachers who teach in primary and sec-
ondary schools from eight districts of Salavan province. The results show that
both primary and secondary school teachers perception of basic ICT applica-
tions is different, Also that male teachers’ proficiency in using ICT is higher
than female teachers. In addition, how Teacher Education Institutions organize
and encourage student teachers to be accomplished in promoting teaching and
learning with ICT is discussed.
Keywords: exploring the proficiency in using ICT, teacher education in Lao
PDR, ICT competency, ICT integration, in-service teacher, teaching and learn-
ing with ICT, Salavan TTC.
1 Introduction
Information and communication technologies (ICT) are dynamic influences in a
changing society. They are increasingly influencing all aspects of life as well as at the
school level. Over the last decade, more than 700 empirical research studies on the
impact and effectiveness of technological education has shown that student achieve-
ments are positive [20]. ICT exists as tools which enhance and are able to solve nu-
merous varieties of teaching and learning activities. At present, the majority of educa-
tional institutions have ICT applications in their curricula. For example, UNESCO has
defined the usefulness of ICT as it can contribute to universal access to education,
equity in education and the delivery of quality learning and teaching [25]. They have
been running many projects with the goals to integrate ICT into teaching and learning
activities, and the results of these projects show that ICT has positive effects. In 2011
more than 90% of students in primary, lower secondary and high schools in Asian
countries has been instructed in basic computer skills [27]. The role of ICT in educa-
tion is effective in the delivery of quality education and is becoming increasingly
consolidated. Teachers and students are faced directly with the growing and expand-
ing digital technologies, both in society and at the school level. We have become
familiar with the teaching and learning skills required for the 21st century. For exam-
ple, the Partnership for 21st Century Learning (P21) has developed a framework for
the skills of the learner in this century. The implementation requires the development
of key academic subject knowledge and understanding among all students who must
learn the essential skills for success in today’s world, such as critical think, problem
solving, communication and collaboration [16]. The P21’s vision and mission empha-
sizes the skills, knowledge, values and attitudes that learning and teaching promote
must reflect and respond to the needs and expectations of individuals, society, coun-
tries and the world of work today.
Teachers are the key to improving the quality of learning, they have a powerful
impact on upgrading the quality of student learning experiences [26]. Teachers are
faced with many challenges in integrating ICT into their teaching and learning activi-
ties. This means that the teachers’ ICT literacy is critical in enabling teachers to in-
corporate ICT into their teaching activities. Recently many researchers have studied
strategies to assist teachers to accomplish teaching and learning with ICT. Mishra and
team (Mishra, 2006) insist that effective teaching is contingent upon teachers’ abili-
ties to represent and formulate the subject matter so that it is comprehensible and
accessible to students. The heart of good teaching with technology has three core
components, technology, pedagogy and content knowledge. On the other hand,
UNESCO has been working for many years to improve and develop the quality of
education by supporting and promoting teacher use of ICT for teaching and learning
around the world. They believed that using ICT in education has been widely accept-
ed, and the potential of ICT brings positive impacts to teaching and learning by
providing students and teachers with flexibility, accessibility and more opportunities
of participation and collaboration [24].
In Lao PDR, the government has had a recognized ICT policy in education since
1998. However, the expansion ICT in schools has been limited. Most of the ICT fund-
ing in schools and colleges was used to facilitate ICT for the educational administra-
tion. In 2011, the Ministry of Education and Sports (MoES) introduced a new ICT
policy called “ICT4 Education”. The goals of the new policy was to build the ICT
educational infrastructure, promote ICT integration in the classroom, improve educa-
tion administration and teachers’ ICT knowledge and skills. The project includes
eighteen ICT centers in the country with one built in every province and this work
was completed in 2013. Each center consists of computer rooms, network manage-
ment rooms, lecture rooms, distance learning rooms and science laboratories. Some
high schools in each province have installed a computer room in which to provide the
teaching and learning of ICT [14]. Concurrently, many secondary schools and
Teacher Training Institutions have installed personal computers and ICT equipment
[28]. All teacher training programs have integrated ICT into the curriculum, most
student teachers have access to ICT facilities for learning, study and skill develop-
ment purposes. However, there are around 70% of teachers in local primary schools
who want to learn or improve their professional knowledge and ICT skills for teach-
ing and learning in the classroom [11]. The current situation of teachers in all regions
of Lao PDR is that only some schools and teachers have access to ICT tools and do
not have the skills to implement the MoES’s policy for using new technological ap-
plications. The Teacher Training Colleges (TTCs) have the responsibility for ensuring
the quality of both pre-service and in-service teachers so they have to explore into
what pre-service or in-service teachers’ needs are, and how to help or support them to
improve and develop their knowledge and skills. According to the 2017 academic
year report from the Salavan Province Education and Sports Service (PESS) there is
one ICT center which helps to support the use of ICT for education in the province.
For the past 5 years some teachers from primary and secondary schools have been
trained in the use of ICT applications as well as basic computer and internet skills.
However, many teachers still do not usually use ICT [18]. It is not clear which skills
and knowledge these teachers do not have but need. Therefore, this study aims to
explore what the secondary and primary school teachers’ perception of ICT is. The
results from this study will be conveyed directly to the TTCs in order to ensure the
quality of outcomes for pre-service teachers for each course or program. The study is
focused on the content of the basic knowledge and skills for the use of ICT, as well as
what teachers’ current knowledge or ability is in the use of computer programs such
as Microsoft Office and of the use of the internet.
2 Literature review
In 2013 the Ministry of Education and Sports (MoES) implemented a new ICT policy
for education. The aim of the policy is to build the ICT infrastructure for education,
enhancing the quality of high school education, improving and developing the educa-
tion information management systems and upgrading the human resource for using
ICT in education [13]. The academic year report (2015) of the ICT Center for Educa-
tion and Sports states that eighteen ICT centers had have built and were completed in
2013. Each ICT center consists of computer rooms, network management rooms,
lecture rooms, distance learning rooms and science laboratories. This project aims to
build the infrastructure for using ICT in education. Three projects have been carried
out; the creation and development of web-based learning, a forum for promoting the
learning resources online, and experimentation of teaching and learning by using
video conference work with Lao teachers and students. The broadcast of teaching is
form a high school in Vientiane and live to two high school in Luang Prabang and
Champasack [14].
The ICT infrastructure started many years ago before the new ICT policy was im-
plemented, but it did not expand very widely. Many secondary schools and Teacher
Training Institutions had installed some personal computers and ICT equipment. For
example, 122 personal computers were piloted in sixteen secondary schools which
was supported in different provinces by projects such as Smart School (2001-2005)
and ASEAN School Net (2003-2006). Additionally, 294 personal computers were
installed in five Teacher Training Colleges (TTC) and three Teacher Training Schools
(TTS). Most piloted secondary school and TTCs/TTSs have a Local Area Network
connection (LAN) and internet access. The personal computers, LCD projectors and
LAN/Internet are used for teaching and learning in the ICT lab [28].
The Teacher Education Institutions (TEIs) started using ICT for teaching in 1997.
The majority of teachers who work in TEIs have learnt using ICT for teaching
through training workshops incorporating tape recordings, video, overhead projectors
and video cameras. Teachers use ICT as a teaching tool as well, not for student learn-
ing. Formally many teachers could not use ICT equipment especially computers, only
mathematics and science teachers had the opportunity to use computers and integrate
them into their teaching. To build the capacity of TEIs to prepare the next generation
of teacher for ICT and to enhance the quality of teaching and learning from 2001-
2006, the Department of Teacher Education (DTE) organized numerous workshops
on the use of computer for teaching and learning which was supported by the Project
Improving Science and Mathematics Teacher Training (SMATT).
In order to pursue the improved quality of teachers in TEIs, the Department of
Teacher Education (DTE) and UNESCO signed an agreement to established a three
year plan (2006-2008) for the promotion of the use of ICT applications for TEIs par-
ticularly in Luangphabang TTC, Bankeun TTC and Savannakhet TTC. Many schools,
institutions and universities have played a role in ICT development mainly for class-
room teaching. These teachers are very active and effective in the use of ICT [28].
The development and use of ICT in education in Lao PDR has been increased rapidly
since 2009. Both public and private schools have installed ICT tools to promote the
quality of teaching and learning additionally many private schools have organized
smart classroom [14]. The five year plan of ICT center for Education and Sports will
continue to expand and to contribute computers and ICT tools into lower secondary,
and primary schools [14]. MoES also proposed that 565 computer rooms will be sup-
ported for teachers in the 145 districts of Lao PDR, and at the same time principals
and teachers will be trained to use those tools and applications [15].
The development of ICT in education abroad has been practiced for many years, all
developed countries have promoted teacher training with ICT, they have studied vari-
ous strategies for teaching and learning with ICT or how to integrate ICT into the
classroom. For example, Seymour Papert (1960), [17] studied about providing com-
puters as an instrument for learning, and enhancing creative computational thinking.
At that time, many people derided him when he expounded his theories. However, he
was the first to show the impact of new technologies on learning in general, his re-
search results showed that children who has had the chance to use computers to write
and to make graphics to represent geometrical and mathematics concepts had pro-
gressed rapidly in their knowledge and understanding. He is now considered the
world’s foremost expert on how technology can provide new ways to learn and teach
mathematics, thinking in general and other disciplines [21].
In the US, from 1963 to 1985 the education sector tried and supported new tech-
nology in the classroom. At this time IBM was the first mainframe computer manu-
facturer to develop a PC, concurrently Apple developed the Apple Macintosh com-
puter including computer-based tutorial and learning games. There, 25 percent of k8
and high school used PCs. Many schools used videodisc and object-oriented multi-
media authoring tools, simulations, educational databases and other kinds of Comput-
er Assisted Instruction (CAI) programs which were delivered on CD-ROM disks. The
use of disks helped students to save their work and data [31].
From 1993 to 1997 the internet expanded rapidly and became the world’s largest
database. Access to information, graphics and video streaming made it an invaluable
resource for education. Accordingly Stanford Research Institute (SRI) investigated
the preparation of teachers to integrate technology into the classroom. From 1995-
2000 it was found that the Multimedia Project (MMP) was a powerful way to trans-
form teaching and learning with technology, particularly in the teacher professional
development program. The new teachers have developed skills both in pedagogy and
instructional uses of technology [4]. Technological development, and of the introduc-
tion of the new technologies into education accelerated dramatically during the year
1990, including the combination of computation, connectivity, visual and multimedia
capacities and has radically changed the potential for technologies in the school room
[9].
Now the roles of ICT in education enhances the quality of teaching and learning as
well as improving the learners’ skills for the 21st century. These challenges are faced
directly by the teacher who will organize the teaching and learning activities with the
new technology applications. In recent years several researchers have attempted to
develop and find out the best ways to improve and develop the teachers’ ICT profi-
ciency or teachers’ ICT competency so that they will be able to integrate it into the
classroom. In addition, many frameworks have appeared such as ICT-CFT (ICT
framework for teacher), and TPACK (Technological Pedagogical Content
Knowledge). The ICT-CFT was proposed by UNESCO (2011) and focused on im-
proving teachers’ competency in the use of ICT integration into classrooms [23]. The
TPACK framework was developed by Koehler and Mishra (2006), the purpose of this
framework was to encourage teachers to integrate ICT for teaching and learning. It
had significant implications for teachers and teacher educators [12]. If teachers per-
ceived in seven sub domains in TPACK, it determines that teachers are enable to inte-
grate ICT into their teaching and learning [2].
ICTs are seen as important tools to enable and support the move from traditional
teacher-centric style to more learner-centric methods [8]. The majority of teachers
want to learn how to integrate ICT in the classroom effectively and efficiently [1].
Not only mastering ICT skills, but also utilizing ICT to improve teaching and learning
is of great importance for teachers in performing their role as creators of effective
pedagogical environments [10]. Many countries have attempted to find out ways to
motivate teacher to use ICT in the classroom in the context of new curricula and ped-
agogies [29].
3 Research objective and research question
This study aims to explore what the secondary and primary school teachers’ percep-
tion is of the knowledge and skills used in ICT, such as the basics of using some ap-
plications of ICT including; working with the folders and files, word processing,
spread sheets, power point, and the internet. In-service teachers learnt this when they
studied at the TTCs or they learnt independently. Previous studies about in-service
teachers’ knowledge and skills of using ICT indicated how teachers needed to im-
prove their professional knowledge and skills but it did not represent what teachers
know or their ability to use the basic ICT applications. Thus, this study has focused
on what skills and knowledge the teachers have. So, the research question is;
What do teachers know of these five core skills; working with the folders and
files, word processing, spread sheets, power point, and the internet?
4 Methodology
The research design for this study is based on the survey research for collecting data
and describes the specific aspect of population or a portion of the population [19]. The
survey was conducted to collect data, mostly quantitative, on teachers’ ICT proficien-
cy. The questionnaire was adopted from the Department of Education and Training,
Western Australia which they produced by reference to the Department’s teaching
and learning with ICT, and other 100 schools Professional Learning Program Evalua-
tion. It was reviewed through teachers’ application of ICT [6]. It is a self-administered
questionnaire which consists of two sections. Section 1 is on the demographic infor-
mation of the respondents, and section 2 consists of five questions with 36 items. All
items in the five questions were measured in the five-point Likert scales. It has been
translated from English into Lao, and then taken to the academic council at the Sala-
van Teacher Training College for identifying and qualifying its context. Then utilized
for a pilot test with a small group of primary school teachers, with minor amendments
to the survey form to ensure comprehension and completeness. The questionnaires
were distributed to 200 primary and secondary school teachers in 32 schools in eight
districts of Salavan; Wapi: 37; Salavan Capital: 28; Lakhonpheng: 28; Samoi: 23;
Laognam: 21; Khongsedone: 21; Taoy: 21; and Toumlan: 21 teachers. In order to
interpret the information, descriptive statistics were used to find the Mean scores,
Average of the Mean and Standard deviation by using the functions of the formula on
the Microsoft Excel. Each of the five core skills were assessed on the questionnaire
using a five point scale where 5 (Strongly agree) represents the maximum score and
the 1 (Strongly disagree) represents as the minimum score.
5 Finding
5.1 The demographic of respondents
Table 1. Sample profile of the survey
Item Demographic Frequency Percentage (%)
Gender Male 81 40.5
Female 119 59.5
Age 21 - 24 17 8.5
25 - 29 75 37.5
30 - 35 58 29
35 up 50 25
Teacher training Primary school 104 52
programs Secondary school 96 48
The data from Table 1 shows that the number of female respondents (n = 119)
59.5%, is higher than males (n = 81) 40.5%. The age of the respondents was, 21-24
(8.5%) and then 25-29 (37.5%) while 30-29 (29%) and more than 30 years old is
25%. The number of respondents who were primary school teachers (n = 104) cov-
ered 52%, and secondary school teachers (n = 96) equal 48%.
5.2 Teachers’ perception of each content
Table 2. Teachers’ perceived contribution by gender
Item Males Females
Mean SD Mean SD
Working with folders and files 2.71 1.62 1.90 1.24
Word processing 2.68 1.54 2.01 1.31
Spread sheet 2.38 1.5 1.83 1.6
Presentation 2.19 1.38 1.74 1.08
Internet 2.08 1.45 1.78 1.19
Table 2 shows that the Mean and SD of males and females is quite different as the
males (Mean is between 2.08 – 2.71, and SD between 1.38– 1.62). The females
(Mean between 1.74 – 2.01, and SD between 1.08 – 1.24). It represents that most of
male teachers have the average of Mean near the middle compared to top score, how-
ever, female teachers are well below the middle.
Table 3. Teachers’ perceived contribution by age
Item 21 - 24 25 - 29 30 - 35 35 Up
Mean SD Mean SD Mean SD Mean SD
Working with folders and 2.24 1.47 2.55 1.48 2.37 1.43 1.77 1.42
files
Word processing 2.31 1.53 2.6 1.43 2.23 1.44 1.86 1.35
Spread sheet 2.13 1.3 2.26 1.36 2.03 1.40 1.74 1.28
Presentation 2.11 1.34 2.00 1.23 1.98 1.27 1.48 1.01
Internet 2.15 1.40 2.28 1.44 1.89 1.23 1.44 1.01
The data from Table 3 shows that the Mean and SD of teachers who are aged from
25-30 is highest (Mean is between 2.00 – 2.55, and SD between 1.23– 1.48), followed
by teachers aged 21-24 (Mean between 2.11 – 2.24, and SD between 1.30 – 1.47), and
teachers who aged 30-35 are similarly in the second place (Mean between 1.89 – 2.37,
and SD between 1.23 – 1.44), and the lowest is teachers who aged at 35 or above
(Mean between 1.44 – 1.86, and SD between 1.42 – 1.42)
Table 4. Teachers’ perceived contribution by teacher training programs
Item Primary school teachers Secondary school teachers
Mean SD Mean SD
Working with folders 1.34 0.78 2.54 1.44
and files
Word processing 1.38 0.84 2.56 1.44
Spread sheet 1.29 0.69 2.32 1.34
Presentation 1.27 0.66 2.13 1.26
Internet 1.28 0.90 2.15 1.37
Table 4 indicates that the Mean and SD of teachers who graduated from primary
school teacher programs is very low (Mean is between 1.27 – 1.38, and SD between
0.66 – 0.9). The teachers who graduated from secondary school teacher programs is
higher (Mean between 2.13 – 2.56, and SD between 1.26 – 1.44). This indicates that
the majority of teachers who graduated from secondary school teacher programs are
more familiar with using ICT than teachers who graduated from primary school
teacher programs.
6 Discussion
According to the results from Tables 1 - 4, the average of the Mean scores of each
content in five parts of the questionnaire including working with the folders and files,
word processing, spread sheet, power point, and the internet is highest at the middle
level. Male teacher scores are higher than female teachers, the group of teachers aged
between 25 – 35 is the highest, and most teachers who graduated from secondary
school teacher programs is higher than those teachers who graduated from primary
school programs. These results suggest that most in-service teachers perceptions of
basic knowledge and skills of using ICT is low compare to the 5-point scores. It
shows that there are many teachers who do not know how to use computers, and the
new technological applications. So, what happens? Even though they had have learnt
to use ICT when they were student teachers, and now have easy access to the new
technology their scores are still low. Referring to the results of the data from Table 1-
4, it is considered that the reasons why most teachers still lack professional
knowledge and skills in the use of ICT in the classroom is related to the curriculum
and teaching practice of teachers in the Teacher Education Institutions (TEIs). The
core curriculum of both the primary schools and secondary school programs are simi-
lar, it has placed the ICT contents, particularly using a computer into two subjects;
Compute 1 and 2. Each of these subjects is taught for 32 hours. Many TEIs are still
unable to fully facilitate and promote student teachers access to ICT. This corresponds
to the results of the investigation from the Basic Education Quality and Access in Lao
PDR or BEQUAL which represents that there are many teachers in the TEIs that can-
not use ICT applications for teaching and learning. This has affected the student
teachers’ ability to use ICT too [3]. This situation is the basic issue which can be
found in all regions of the world. For example, Gulbahar et al. (2008) surveying on
the use of ICT tools in primary school for the social studies subject area in Turkey
found that where teachers are willing to use ICT and are aware of the existing poten-
tial, they are still facing problem in relation to access to ICT resources and there is
lack of in-service training opportunities [7]. And it similar with the results from the
surveying use of ICT in education for schools in Europe represented that most teach-
ers and students have been familiar with ICT at the classroom but only a few use it
[30]. If we consider the gender, age and majors of student teachers are not influences
on the teachers’ perception of ICT as referred to the Teo (2008) who studied about
pre-service teachers’ attitude toward computer use in Singapore. He suggested that
the greater level of computer experience is associated with more positive computer
attitudes, however, male and female had rated themselves on their ability to use com-
puter in significantly different ways, and female usually had a more negative attitude
to computer use. He also found that student teacher who majored in different subject
domains had significantly different perceptions [22].
7 Conclusion and recommendation
The findings of this study indicate that the number of teacher who lack both
knowledge and skills in using ICT is still high. This situation indicates that the gov-
ernment or education sector has to seriously consider greater support for supplying
both hardware and software into schools. Also, TTCs should consider reform and
adoption of new ICT content into the curriculum to ensure the quality of pre-service
teachers which will fulfill the three core subjects as well as technology, pedagogy,
and content knowledge. These results also indicate that the Teacher Education Institu-
tions should consider changes in the learning and practice of ICT to encourage a more
relaxed learning environment so students can be better prepared for the digital era. In
addition we have seen that most countries around the world are intent on improving
and developing the quality of teaching and learning by promoting and supporting
teachers integrating the technology into their teaching and learning. However, teach-
ing and learning with technology is quite onerous for the teacher and student as re-
searchers have mentioned that technology is a tool which empowers and enhances the
quality of education. Without technology the quality of education will decline. Thus,
teachers must have the ability to integrate ICT into their teaching and learning.
The information communication and technology (ICT) has a role to enhance the
quality of education. We have seen that the development of technology for education
has a long history and is still progressing. At present many educational organizations
are attempting to adapt and integrate ICT. These factors are a great challenge for both
students and teachers in this digital era. There are plenty of technology applications
and teaching and learning tools which teachers and students can use as learning re-
sources and for skills practice. For example, many people are learning by watching
video streaming on the YouTube, Facebook and other similar mediums. The result is
that the learning space is unlimited, we can learn when we want and we can learn
what we want. So, it is very important for the teachers and students to have access to
the big data sources for lifelong learning.
The results of this study are related for both the pre-service and in-service
teachers’ professional knowledge and skills in integrating ICT. Reform of the educa-
tional administrations, teachers, and student teachers have to rethink about the poten-
tial of teaching and learning with ICT both in the TTCs or local schools. Therefore,
this study has shown that there are a number of strategies that developed and develop-
ing countries have used successfully in their approach to the adoption and inclusion
into their teacher education programs. Some countries have reformed their education
system as defined the ICT policy or ICT master plan, with three or four phases. And
many education institutions have determined additional strategies in their approach to
ICT in education. For example, there are several studies about how to promote ICT
use for both pre-service or in-service teachers in difference conditions. However, in
order to solve these problems which were encountered in this study, it could be possi-
ble to endeavor to launch some theoretical ICT as well as the introduction of techno-
logical pedagogical content knowledge or TPACK framework [12]. It emphasizes
teachers understanding of integrating ICT. Most researchers are insistent that the heart
of good teaching with technology has three core components; technology, pedagogy
and content knowledge. TPACK framework has been examined in several subject
areas, and it has proved effective in enhancing the pre-service and in-service teachers
to assist them in improving and developing their professional knowledge and skills. In
addition, in order to improving the pre-service teachers’ ICT knowledge and skills,
TTCs teachers must integrate ICT exemplarily in their teaching and work with learn-
ing management systems confidently and bring their newly acquired knowledge into
their classroom, and at the same time they will automatically teach their colleagues
[5]
For a future study I would like to suggest, research into how to enable pre-
service teachers to use and approach new technology innovatively for their learning
and teaching practice. This can fulfill their knowledge and skills in integrating ICT
into their coursework as well as being based on technological, pedagogical, and con-
tent knowledge or TPACK framework.
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