Exploring ICT Education Policies and Teaching Practices in Australian and Vietnamese High Schools

Abstract

This paper explores similarities and differences of teachers’ views of quality policies and teaching practices in ICT education between Australian and Vietnamese secondary schools. Two secondary schools were selected (one from Yenbai province, Vietnam, and one from Sydney, New South Wales state, Australia) and, for this study, two principals and three ICT teachers were interviewed. Classroom teaching and assessment practices were observed, and principals and teachers’ views about quality policies and teaching in ICT education were obtained through interviews and extensive discussions. In the final, we discuss some distortions and differences between realities and views and give some suggestions of improvement of ICT professional development and policies.