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.
Chapter 1: introduction.
Chapter 2: the landscape of ict-related
teachers pd in the global context.
Chapter 3: theoretical framework and
research development.
Chapter 4: research findings from the empirical
quantitative investigation.
Chapter 5: research findings from the empirical
qualitative investigation.
Chapter 6: findings from the document reviews.-
Chapter 7: proposing a new context-based training.
Dr Tuyen Van Nguyen graduated from the University of Newcastle, Australia, where he was awarded the prestigious Vice-Chancellors 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 20202021, 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.
