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Chart of Teachers' Opinions on the Role and Significance of Applying Information Technology in Teaching History in High Schools (Unit %)


Figure 1.2: Chart summarizing teachers' opinions on the role and significance of applying IT in teaching History in high schools (unit %)

The results show that high school teachers have realized that applying IT to teaching History is necessary and will contribute to improving learning efficiency and developing students' capacity.

Second, the level of teachers' use of technology and students' interest in learning.

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- The level of teachers' use of technology in teaching History is assessed at the following levels: Regularly, occasionally, rarely, never.

When investigating the frequency of using technology in teaching History in high schools, 100% of the teachers surveyed only occasionally used technology in teaching. This shows that although they are aware of the necessity of applying IT, the use of technology in teaching is not yet frequent, the majority of teachers only use it occasionally.

- When asked about their preference for learning History using technology (Very much/like/normal/dislike), the survey results showed that 85.5% of students liked learning History using technology (of which: 47.8% liked very much, 37.7% liked), the remaining 13% of students were neutral about learning History using technology.

technology, only 1% do not like to learn History by using technology.

Figure 1.3: Chart summarizing students' opinions on the level of enjoyment of learning History using technological means (unit %)

- The level of students' interest in learning when teachers apply IT to teaching History in high school: Very interested/interested/normal/not interested.

Teachers' assessment of students' interest in learning when teachers apply IT to teaching History is 75% of teachers' opinions that students are interested when teachers apply IT to teaching History and 25% of teachers' opinions that students are very interested when teachers apply IT to teaching History.

Figure 1.4: Chart summarizing teachers' opinions on students' interest level when teachers apply IT to teaching History in high schools (unit %)

Regarding students, when asked about their level of interest when teachers apply IT to teaching History, 33.8% of students said they were very interested, 39.7% said they were interested, and 23.5% said they were normal.

Figure 1.5: Chart summarizing students' opinions on the level of interest when teachers apply IT to teaching History in high schools (unit %)

From the survey results, it is shown that teachers have realized the role and significance of applying IT in teaching History, which is to help students become more interested in the lesson. The majority of students are very interested when teachers apply IT in teaching. This also proves that the level of interest of students in IT is very high, but besides that, there is still a small number of students who think that they feel normal or not interested when teachers use IT in teaching. The reason may be that the application of IT and teaching is not yet regular and effective, students have difficulty concentrating on taking notes, or because teachers lack interaction... therefore leading to a situation where some students do not clearly perceive the meaning and role of IT in learning.

Third, the current status of using technology in teaching and learning of teachers and students.

Application software that teachers often use in teaching History (PowerPoint/Prezi/Kahoot/Other software). When asked about the application software that teachers often use when teaching History, 100% of surveyed teachers said that PowerPoint was used.

When asked about the teaching aids that teachers often use, 34.8% of students said that teachers often design lessons on computers and use them in teaching, 30.4% of students said that teachers sometimes use projectors and diagrams in lessons, 27% of students said that teachers only use boards, words, and still pictures, 7.2% of students gave other opinions (for example, teachers use smart boards).

Figure 1.6: Chart summarizing students' opinions on teaching aids commonly used by teachers in teaching History in high schools (unit %)

How teachers use technology in History lessons (Designing films based on images/Designing study cards on Word/Editing existing documentary films/Designing projects/Designing other games/some other types). Survey results show: 44.4% of teachers edit available documents, 22.2% of teachers design films based on images, 11.1% of teachers design projects, 11.1% of teachers design games, 11.1% of teachers choose other types (for example, making character memory cards, designing lectures using PowerPoint, designing lectures according to topics).

Figure 1.7: Chart summarizing teachers' opinions on how teachers use technology in teaching History in high schools (unit %)

Thus, with the awareness and assessment of the significance of applying IT in teaching, teachers have gradually introduced technology into their lessons. However, the use is not yet frequent and diverse in methods and applications, which has partly caused the effectiveness of IT application to not reach its maximum level, sometimes even causing boredom for students.

For students, when asked about how to use technology to solve an assigned learning task, we got the following results: 36.2% of students said that they received guidance from teachers to use appropriate technology, 33.3% said that students and their friends found the most suitable tool for the task, 21.7% said that students learned how to use it themselves, and 8.7% said that students chose another answer (they would solve the learning task themselves without using the support of technology).


Figure 1.8: Chart summarizing students' opinions on how to learn and use technology in learning History at high school (unit %)

Thus, in addition to teachers applying technological means in teaching, teachers also pay attention to orienting and guiding students to use technological means to solve learning tasks. Teaching and learning effectiveness will be improved. It will no longer be one-way, with teachers imparting knowledge and students receiving knowledge, but there will be more interaction between teachers and students.

*Ability to use Kahoot application for teaching and learning of teachers and students

Kahoot is a free teaching and learning support tool, designed based on a game platform (multiple choice questions, can insert images, videos) to create an interactive classroom system (using smart devices: smartphone, ipad, laptop).

When asked about whether teachers have ever used this application in teaching History, 33.3% of teachers said they have used it and 66.7% of teachers said they have used it.


Figure 1.9: Chart summarizing teachers' opinions on using Kahoot application in teaching History in high school (unit %)

However, when asked about the advantages and disadvantages of using the Kahoot application in teaching History, most teachers said that using the Kahoot application will have certain advantages: in terms of facilities, equipment, machinery... in high schools today, most of them are quite fully equipped, moreover, students are very excited when studying with the support of technology, which helps them actively acquire knowledge. Kahoot, with the characteristic of an application that supports the design of exercises with different types of questions, some teachers think that it is very suitable, because the knowledge of a History lesson is a lot and the time for questions and exercises is limited. Kahoot is built on an interactive classroom system, so when using this application in lessons, teachers can receive learning feedback from students, and make appropriate adjustments to make the lesson more effective.

Besides the advantages, there are also difficulties that take a lot of time from building ideas to designing exercises, and it will be difficult to design a beautiful, scientific exercise, suitable for the content of the lesson and use the tool effectively, and will create certain difficulties for teachers in class management, students take advantage of the use of technology for other purposes. Next is when using the application

Kahoot requires an internet connection, which many schools do not yet have.

For students, when asked if they had ever used this application in history classes, 26.5% of students said they had used it, 22.1% of students said they had heard about this application but had never used it, and 51.5% of students said they had never heard of this application.

Figure 1.10: Chart summarizing students' opinions on using Kahoot application in learning History at high school (unit %)

When asked about the advantages and disadvantages of using the Kahoot application in learning History, we received some feedback from students as follows: In addition to those who have not used it and wish to use it, students who have used it all said that they are more interested when they can play and experience it directly, which makes it easier to absorb knowledge.

The survey results show that Kahoot is an application that supports the design of exercises in teaching History very effectively, but its popularity and application in History lessons in high schools are still very limited. However, when applied to teaching, besides the advantages, there are also certain difficulties (that is the requirements for equipment, internet connection and the need for more investment of time and effort from teachers), and

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