Theoretical and Practical Basis for Developing the Capacity to Use Information Technology in Teaching Information Technology for Ethnic Minority Students.

6.2. Practical research methods

- Investigation method: Building a system of questions and interviewing teachers and students of ethnic minority universities to learn about the current situation of teaching IT and developing the capacity to use IT for students of ethnic minority universities.

- Consulting experts, scientists, and IT teachers in the process of building a competency framework for using IT&TT, assessing the necessity and feasibility of proposed measures. The author uses expert methods to implement.

- Method of summarizing experiences: Participate in conferences, scientific seminars, exchanges between ethnic minority universities, universities and colleges to exchange and learn experiences. The purpose is to learn and evaluate the capacity of using IT&TT of ethnic minority university students.

- Using pedagogical experimental methods to test the feasibility and effectiveness of measures to develop the capacity to use ICT for ethnic minority university students.

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6.3. Other methods

- Use statistical formulas to process research results such as: Percentage, average, correlation coefficient...

- Use Microsoft Excel and SPSS software to process data from current situations and pedagogical experiments.

7. New contributions of the topic

In theory: Systematize and develop theoretical basis for developing IT&TT capacity for students in teaching IT at ethnic minority universities.

In practice: Developing a framework of IT competency for ethnic minority students; Assessing the current status of IT competency of ethnic minority students; Proposing three measures to develop IT competency of ethnic minority students through teaching IT;

Evaluate and confirm the feasibility and effectiveness of the three proposed measures through expert methods and pedagogical experiments.

8. Structure of the thesis:

In addition to the introduction, conclusion, list of references, appendices, the structure and content of the thesis are as follows:

Chapter 1: Theoretical and practical basis for developing the capacity to use ICT in teaching IT for ethnic minority students.

Chapter 2: Measures to develop the capacity to use ICT in teaching IT for ethnic minority students

Chapter 3: Testing and Evaluation

Chapter 1

THEORETICAL AND PRACTICAL BASIS OF CAPACITY DEVELOPMENT

USING INFORMATION AND COMMUNICATION TECHNOLOGY IN TEACHING INFORMATION TECHNOLOGY FOR ETHNIC MINORITY UNIVERSITY PREPARATION STUDENTS

1.1. OVERVIEW OF THE PROBLEM RESEARCH

1.1.1. Research results in the world

The history of the development of human information technology since 1880, American inventor Herman Hollerith created a computer that can calculate, store, information on punch cards, this is the predecessor of modern computers. Since then, with the remarkable development of the information technology industry, it has created a civilized era in the history of human development. In the 1960s-1970s, information technology capacity focused on operating and using computers [59]. From 1980-1990, information technology capacity focused on creating application software to serve life. After 1990, a huge amount of information and the explosive development of the Internet. The main purpose of information technology capacity is to develop the ability to collect, process information in different digital forms and the skills to create new information [70].

Along with the development of ICT, the EU, OECD, and UNESCO have carried out many research projects to propose competency frameworks and build ICT competency systems for various subjects. Since 2005, the EU has been researching the e-competency framework and issuing versions 1.0, 2.0, and 3.0 [65] [66] [67]. This e-competency framework describes the ICT competency system for various subjects and organizations, including educational and training institutions.

OECD (2008) studied students' computer usage, attitudes, beliefs, purposes, and proficiency in using computers for each country such as retrieving information, playing games, downloading software, and listening to music, chatting.

online, word processing, creating websites, creating presentations, the level of confidence in being able to search for and use information [74]. In 2012, the OECD introduced ICT competencies for three groups: IT professionals (people who are able to develop, operate and maintain ICT systems); Advanced users (people who are able to use advanced software commonly used in their profession); and Basic users (can use office suites, Internet-related tools necessary for the information society, e-government and life) [75].

UNESCO has conducted research on ICT capacity in education. In 2002, UNESCO proposed two models for developing ICT capacity in teaching and learning. The first model is a continuous chain of approaches to develop this capacity in schools, including 4 approaches: Emerging; Applying; Integrating; Transforming. The second model is the stages of teaching and learning through ICT, including 4 main stages: Discovery, how to use, when and in-depth use of ICT tools. At the same time, UNESCO also proposed developing an ICT curriculum structure for teachers and students to improve knowledge and skills in the field of ICT, including: Disseminating ICT; Applying ICT in subjects; Integrating ICT into teaching; In-depth, advanced ICT [79].

In 2008, UNESCO [80] proposed ICT competency standards including specific knowledge, skills, and attitudes as follows:

- Knowledge: Develop a basic foundation of knowledge, raise awareness, role and function of ICT. Knowledge includes 6 core components: (1). Proficiency with phones, computers, the Internet and other ICT devices; (2). Ability to learn ICT; (3). Understand the basic usage characteristics of ICT; (4). Apply technology to daily life such as: Making phone calls, sending SMS messages, word processing, spreadsheets, databases, storage

information, web browsing, email; (5). Distinguishing the virtual world from the real world; (6). Awareness of professional ethics, codes of conduct.

- Skills: Ensure learners are proficient in using ICT applications, searching, collecting, accessing, integrating, evaluating the validity and reliability of information, creating new information, organizing data, and using the Internet. Skills have 7 core components including: (1). Exploiting ICT applications; (2). Ability to access and search for information; (3). Ability to use services on the Internet; (4). Ability to collect and process data; (5). Ability to convert data into graphic presentations and other formats; (6). Using ICT to support critical thinking, creativity and innovation for work and entertainment; (7). Ability to distinguish the reliability of information.

- Attitude: Reflect and evaluate the use of ICT and its impact on individuals, society, communication and other behaviors. Attitude refers to 6 basic elements including: (1). Ability to use ICT to work individually or in groups, helping each other when incidents occur; (2). Use ICT carefully, safely and responsibly; (3). Critical attitude reflects when evaluating information: Awareness of motives, honesty; (4). Interest in using ICT to expand knowledge by participating in online communities; (5). Understanding the consequences of acquiring and using technology: Ability to understand how ICT use affects society, communication and other behaviors; (6). Ability to evaluate the impact of ICT on society.

According to research by the Educational Testing Service (ETS) [69], ICT literacy can best be achieved through experiences that integrate academic, cognitive, and technical learning. Standalone, single-focus curricula, whether academic or technical, will limit learners’ ICT literacy. These skills need to be appropriately integrated into cognitive as well as technical curricula.

IT and technical skills to ensure improved ICT literacy.

The study by Tondeur, van Braak and Valcke [78] focused on software applications, clarifying the use of ICT in education. Accordingly, there are three forms of ICT use mentioned: 1) using ICT as an information tool; 2) using ICT as a learning tool; 3) using ICT to learn basic ICT skills. The study also showed that there will be a difference in students' ICT competence when using one of the three forms of ICT use above in the classroom.

The International Society for Technology in Education (ISTE) [63] has set out National Educational Technology Standards for students in the digital world, including 06 component competencies: Creativity, innovation; Communication, collaboration; Research and use of information; Critical thinking, problem solving and decision making; Digital citizenship; Technology activities.

In the study of digital literacy, Romani (2009) stated that “A person with digital literacy means having the ability to use ICT to access, store, manage, share information, and communicate with various text or multimedia formats” [76]. Ferrari’s (2012) study stated that “Digital Competency is a set of knowledge, skills, and attitudes required when using ICT and digital media to perform tasks, solve problems, communicate, manage information, collaborate, create and share content effectively, appropriately, critically, creatively, autonomously, flexibly, and ethically” [68]. The California State Education Program, USA [61] defines “Digital competency of learners as the ability to use digital technology and communication tools or networks to access, manage, integrate, evaluate, create, and exchange information in a knowledge society”. In order to help students improve their ICT skills based on computational thinking, Korea has developed

Computer science program for high school students with basic concepts and principles of computer science [77].

In Australia, students' ICT competencies include five component competencies: Applying protocols, social practices and ethics when using ICT; Managing and operating ICT; Researching with ICT; Creating with ICT; Communicating with ICT, shown in Figure 1.1 [58]:

Figure 1.1: Components of ICT competencies in the Australian general education curriculum

Research by Wandee Kopaiboon et al. [83] asserts that individuals with ICT competence are able to select and use appropriate ICT tools to work effectively; collect and share information ethically, have basic knowledge of ICT as well as develop and use new ICT tools effectively.

According to the research of the author group Koen Aesaert [72]: The ICT competency of learners is an integration of skill units, communication knowledge, information processing and knowledge and skills in using ICT applications.

Thus, research projects on ICT capacity and basic ICT capacity development are based on three main issues: First, related to ICT knowledge; second, skills related to the use of ICT; third, attitudes towards the use of ICT. At the same time, they have in common the attachment

associated with knowledge and skills in using computers, communication devices, and using software to exploit, process, store, create and share information.

1.1.2. Domestic research results

In order to have an orientation to foster the capacity to use IT&TT for university graduates to meet social requirements according to IT skills standards, the Ministry of Information and Communications issued Circular No. 03/2014/TT-BTTTT dated March 11, 2014 "on regulations on standards for using information technology skills" [12]. The Circular specifies in detail the practical skills to manage and operate common types of computers in accordance with the correct procedures and technical requirements. Skills to use common software such as office computer tools, use of Internet services, Email... The content structure is divided into two parts, the basic part consists of 6 modules and the advanced part consists of 9 specific modules as follows: "(1). Basic understanding of IT; (2). Basic computer use; (3). Basic word processing; (4). Basic spreadsheet use; (5). Basic presentation use; (6). Basic Internet use; (7). Advanced word processing; (8). Using advanced spreadsheets; (9). Using advanced presentations; (10). Using database management systems; (11). Two-dimensional graphic design; (12). Photo editing; (13). Editing electronic information pages; (14). Information security and safety; (15). Using project planning software”.

In Vietnam, there are many research results on general competencies required of students, IT software to develop competencies, form IT skills, train IT skills, develop IT competencies such as: Tran Thi Bich Lieu [35], Nguyen Thi Kim Dung [16], Nguyen Van Hien [26], Nguyen Thi Chim Lang [34], Ngo Tu Thanh [48], Thai Hoai Minh [39], Le Thi Kim Loan [36], Nguyen Thu Ha [24], Pham Van Ban [3], Vu Thi Hong Tuyen [57], Nguyen Van Dung and Ngo Tu Thanh [18]...

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