Technology integration among public and private primary school teachers in Vietnam
Do, Thao (2026)
2026
Master's Programme in Teaching, Learning and Media Education
Kasvatustieteiden ja kulttuurin tiedekunta - Faculty of Education and Culture
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Hyväksymispäivämäärä
2026-05-19
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:tuni-202605195847
https://urn.fi/URN:NBN:fi:tuni-202605195847
Tiivistelmä
With the development of information technology and policies promoting digital transformation in Vietnam, teachers are expected to implement digital transformation in their work. This thesis aims to explore Vietnamese teachers’ integration of technology across pedagogical practices —planning, instruction and presentation, assessment and feedback, and collaboration and SAMR levels—Substitution, Augmentation, Modification, Redefinition. Specifically, the study compares the frequency of integrating technology and perceptions of competencies and resources between teachers in public schools and teachers in private schools.
Using quantitative methods, the survey was applied to collect responses from 128 Vietnamese primary teachers. As the existing instruments tended to generalize educational practices across the SAMR model, a new survey was refined and structured to adapt to the study's purposes. Based on the surveys from previous studies, the designed items were customised to suit the characteristics of primary school teachers added items to investigate perception in competence and technological resources.
Overall, the results from repeated‑measures analyses revealed no statistically significant differences in frequency of technology integration, perceived competence, and resource availability across pedagogical practices and SAMR levels. Also, teachers from public and privates school reported similar patterns of technology integration in these three constructs. The finding suggests that Vietnamese primary teachers have a certain foundation for implementing technology-integrated teaching across different pedagogical practices and prioritize technology choices based on task objectives rather than focusing on application levels. The perception among teachers from two different school types remains no significant difference in frequency, competence, and resource accessibility within the scope of this thesis. The Vietnamese policymakers could continue to develop current approaches to promote equity in education across different school settings and design professional development that utilizes the use of technology across pedagogical practices.
Using quantitative methods, the survey was applied to collect responses from 128 Vietnamese primary teachers. As the existing instruments tended to generalize educational practices across the SAMR model, a new survey was refined and structured to adapt to the study's purposes. Based on the surveys from previous studies, the designed items were customised to suit the characteristics of primary school teachers added items to investigate perception in competence and technological resources.
Overall, the results from repeated‑measures analyses revealed no statistically significant differences in frequency of technology integration, perceived competence, and resource availability across pedagogical practices and SAMR levels. Also, teachers from public and privates school reported similar patterns of technology integration in these three constructs. The finding suggests that Vietnamese primary teachers have a certain foundation for implementing technology-integrated teaching across different pedagogical practices and prioritize technology choices based on task objectives rather than focusing on application levels. The perception among teachers from two different school types remains no significant difference in frequency, competence, and resource accessibility within the scope of this thesis. The Vietnamese policymakers could continue to develop current approaches to promote equity in education across different school settings and design professional development that utilizes the use of technology across pedagogical practices.