Perceived digital divide in education in Ho Chi Minh City, Vietnam one ex-patriate educators

perspective

Submitted by Pamela McKinnon

To Dr. Matiul Alam
For ETEC 511
December 7, 2012

Introduction
For the past five years I have been teaching middle school humanities at Saigon South
International School (SSIS) in Ho Chi Minh City, Vietnam. Early on in my tenure at SSIS I was
introduced to a school not far from SSIS called, at that time, Anh Linh Free School. Free is part
of the school name as the school is free to all students, and offers education to those whose
families would otherwise not be able to afford it. Additionally, the school offers breakfast and
lunch, school uniforms and sometimes housing to those that need it. The school has since been
renamed Anh Linh Love School (ALLS) to focus on the fact that it was created and continues
due to the love of so many for helping the poorest children living in this area of the city.
Through my interactions over the years with both schools I have been able to observe a
wide range of educational perspectives and practices. There are many differences between the
two schools, but one particular area that I have a growing interest in is the technological
differences. This paper results from my observations over the past five years in the two schools
as well as professional discussions with colleagues at both schools. In this paper I will look at
how the two schools, which are geographically close together but in terms of economic status are
quite far apart, are coping with their technological needs.
Literature Review
There are many ways to define the digital divide. In its very simplest form it is, as Eastin
and LaRose (2000) note, unequal access to computers and the Internet (p. 1). The Organisation
for Economic Co-operation and Development (OECD) defines the digital divide in broader terms
as, the gap between individuals, households, business and geographic areas at different
socioeconomic levels with regard both to their opportunities to access information and

communication technologies, and to their use of the internet for a wide variety of purposes
(2001, pg. 5).
The OECD also notes that the digital divide not only affects individuals or groups of
people, but that it can have significant negative implications on the economic development and
competitiveness of entire countries. As e-commerce expands, it becomes increasingly more
important for countries to have strong ICT infrastructures to compete in the global market. Those
countries that do not have strong infrastructures find themselves left out of this market. As
technology becomes more pervasive in every aspect of daily life, the disparity between the
technological haves and have-nots will continue to separate groups of people.
For the purposes of this paper, I will focus my discussion on factors that contribute to the
digital divide between two schools in Ho Chi Minh City, Vietnam.
Limitations
There are many factors that have been considered in terms of research on the digital
divide. Australias Digital Bridge Unit (2006) has noted that connectivity to the internet as well
as an individuals confidence in using the internet increase the separation between the
technological haves and have-nots. Cheong (2007) suggests gendered variations in internet use
contribute to the digital divide. While Kim and Bagaka (2005) identify geographical location,
specifically urban versus rural locations, as contributing factors to the digital disparity. Given the
limitations of this paper I will consider only the following factors: educational perspective,
institutional costs and commitment and teacher training and professional development as I feel
these are the most relevant for the context.
Background of Schools

Saigon South International School (SSIS) is located in district 7 of Ho Chi Minh City,
Vietnam. It provides an American style education to ex-patriate children living in the city.
Students who attend this school are generally living in HCMC for a certain period of time (a few
years or more) and have been relocated from their home countries due to their parents career.
One of the benefits generally included in an ex-patriates employment contract is tuition for
children at an international school. The majority of students attending SSIS come from families
of high economic status. Additionally, parents are generally well educated and hold high level
administrative positions. Parents of SSIS students are generally professionals, business managers
and CEOs.
Technology is pervasive at SSIS. The campus has its own internet line to ensure strong,
stable connection. Additionally, wireless internet is available across the campus. The power
supply in this area of district 7, which is largely populated by ex-patriates, is exceptional. Power
cuts are a rarity, which is in stark contrast to the rest of Vietnam. SSIS has a 1:1 netbook
program in the middle school and a 1:1 laptop program in the high school. The middle school has
two technology resource facilitators (TRF) while the high school has one. The role of the TRF is
to assist teachers in implementing technology in their classrooms, assist students in their use of
technology and provide training for teachers. SSIS has also recently added two iPad carts to its
technology resources. The middle school and high school use Moodle as the learning platform,
as well as Google docs and Wordpress blogs to facilitate e-learning. Elementary students also
use blogs and Google docs. ICT is not a required subject at SSIS, but rather it is woven into
every subject. Outside of school, SSIS students use technology in a variety of ways and for a
variety of purposes. Their families economic status allows these students to have access to the
latest technology.

Anh Linh Love School (ALLS) is also located in district 7 of Ho Chi Minh City. It
provides free education to Vietnamese children that would otherwise not be able to afford
schooling. In Vietnam, public school is not free. Families must pay school fees, which can be as
low as $20 US per month and up to several hundred dollars per month. For families whose
earnings are very low, these school fees often remove education as a possibility for children.
Anh Linh Love School was created by a group of Catholic nuns over twenty years ago to meet
the needs of poor children in one area of district 7. The sisters went to, then rural, district 7 and
established a school in a recently cleaned out pig sty. The school has grown over the past twenty
years from twenty students in a pig sty, to over 230 students in two newly built elementary and
middle school buildings. The schools funding comes entirely from donations. A convent in
France is the biggest financial supporter; however, donations by individuals and companies in
Ho Chi Minh City and around the world ensure that the school is able to meet the needs of its
students and the community. Teachers at ALLS follow the curriculum set by the Vietnamese
government and teach from state issued text books. Each classroom teacher teaches all subjects
to his/her class; there are no subject specific teachers.
Technology is sparse at Anh Linh Love School. There is one computer lab with donated
computers. The machines are 5 10 years old, or older, and of various makes and models.
Students go as a class to the computer lab a few times per month, with their classroom teacher.
Internet at ALLS is slow and unreliable. A considerable amount of time is spent starting the
computers and connecting to the internet. In the class time left, students use basic applications to
word process and browse the internet. The power supply at ALLS is weak and inconsistent. It is
common for the power to be cut for several hours per day, several days per week. Thus, there are
times when the students are unable to access the computer lab, or have their lessons cut short due

to power failure. Outside of school, students have limited access to technology. Due to their
familys economic struggles, very few students have computers or internet at home.
Local Perspectives
The three most significant factors that I have observed that contribute to the digital divide
between SSIS and ALLS are: educational perspectives, institutional costs and commitment and
teacher training and professional development.
Educational perspectives
In North America there is growing research that focuses on the importance of intrinsic
motivation in student learning. Buechley, Eisenberg, Catchen and Crockett (2008) suggest that
educators should be striving to create educational experiences that are relevant to students to
increase intrinsic motivation. Buechley et al. support a constructionist learning perspective,
advocating that students be active and creative participants (p. 428) in their learning to deepen
understanding. Teachers at SSIS seem to agree with Buechley et al.s findings. The learning
environment at SSIS is very much student centered. Students are encouraged to be problem
solvers, think creatively and critically, collaborate with others and to actively engage in their
learning. Technology is woven into all aspects of teaching and learning as one way to motivate
and engage students. At SSIS technology facilitates learning.
The educational perspective at ALLS is quite different from SSIS. At ALLS the
curriculum is heavily prescribed by the government. Each subject in each grade has one specific
textbook that teachers must teach from. At the end of the year all students, from grade 1 through
to grade 12 must sit state exams to move on to the next grade. Students that do not pass the exam
must repeat the grade. As standardized tests are critical to educational success, the memorization

of information in the textbooks becomes extremely important. In addition to the importance of

memorization, school hours in Vietnam are half that of the west. Students attend school in the
morning or afternoon only. Given the time constraints as well as the significant importance put
on state exams, teachers at ALLS have very little freedom to try different methods of teaching or
to create student centered learning activities. When it comes to teaching students about
technology, ALLS is consistent in its approach. Teachers teach students from a textbook about
computers. Classes do have occasional hands-on experiences through the computer lab, but the
majority of learning comes from a textbook. There does, however, seem to be intrinsic
motivation among some students to use technology more. When students are able to save a
small amount of money, they often choose to spend it in one of the many internet cafes near to
the school. Students seem to be interested in using computers outside of school and are finding
ways to explore technology. Although students at ALLS do not have the same access to
technology as SSIS students, both are seeking ways to explore technology beyond the classroom
setting.
Institutional costs and commitment
In his article The economics of educational technology Jeffrey Puryear (1999)
discusses the fixed and variable costs of technology in schools. In terms of fixed costs, that of
the upfront investment to purchase technology, Puryear notes that the greater number of students
that will use the technology, the more cost effective it is for an institution. SSIS has nearly 900
students across 4 divisions; therefore fixed costs are generally cost effective. At ALLS, the
smaller number of students, 240 total but less than 100 in the middle school (the only students to
study computers), purports that the fixed costs are significant. The variable costs of technology,
maintaining/adding additional devices, electricity, internet, teacher training, are part of the long-

term financial planning at SSIS. As all computers are donated at ALLS there is very little
additional funding to maintain computers or add additional devices/programs. In an effort to
spend as little money as possible on electricity, computers are turned off whenever they are not
in use. To maintain the computers, the sewing class has made cloth covers for each computer to
protect the computers and ensure they are in good working condition for as long as possible.
When computers require maintenance ALLS seeks out individuals to donate their time and
expertise. As a school that runs on donations and focuses on feeding and clothing the students
that need it, the fixed and variable costs of technology can be daunting; however, the school
recognizes the importance of technology and has sought out computer donations to provide
students with hands-on experiences with computers.
Lerner and Triole (2002) propose that open source software lessens the fixed costs of
educational technology and will lead to greater access to technology in poorer schools; that open
source software will begin to bridge the digital divide. It is an interesting notion, but not one that
I have seen support for in my interactions with students and teachers at SSIS and ALLS. ALLS
does not use open source software; interestingly, however, SSIS uses open source software
extensively. Linux is the operating system for the 1:1 netbook program in the MS. Google apps
and Libre office are used for word processing, presentations and spreadsheets. I am unsure as to
why ALLS does not use open source software. I suspect that it is linked to the lack of teacher
knowledge and training and perhaps the curriculum that focuses on learning about a computer
rather than using technology to facilitate learning.
Puryear notes that the biggest obstacle to successfully adopting educational technology
is establishing the political and institutional framework necessary to sustain the innovation.
(1999, p. 49). Over the past several years I have seen SSIS establish a diverse ICT department

with experienced personnel who can effectively oversee the varied needs of teaching and
learning with educational technology. Marketing materials for the school highlight learning
with technology. Budget allocations take account of ongoing needs to update technology. At
ALLS, I have also seen a commitment by administrators to include technology in students
education, although on a much different scale than SSIS. Although financially ALLS is unable
to take the measures that SSIS can, namely in terms of experienced and knowledgeable ICT
personnel and acquiring recent technology to facilitate learning, the administration is choosing
to acquire donated computers to ensure students do have exposure to and experience with
technology as part of their education.
Teacher training and professional development
Teachers at SSIS have multiple opportunities to receive training in technology. Outside
facilitators are brought on-campus to present workshops and work with teachers in their
classrooms. Professional development money is given to teachers to attend workshops and
conferences focused on technology and e-learning. Finally, through the work of the technology
resource facilitators, teachers may regularly attend informal sessions aimed specifically to help
teachers learn more about ways to integrate technology into their learning activities.
Teacher training, in any area, is uncommon at ALLS. There are few additional funds or
resources to provide teachers with professional development. In terms of technology related
training for teachers, this has predominately come in the form of one or two teachers that are
comfortable using technology sharing their knowledge with colleagues, not unlike the TRF role
at SSIS. At ALLS this sharing of knowledge is more informal, and less structured by the school.

Discussion and Conclusion

In previous sections of this paper I have outlined and described my observations of
technology use at SSIS and ALLS. In the following section I will discuss the implications of
these observations and look to possible ways of bridging the digital divide.
Robert B. Kozma (1994) has found, through his research, that media can transform
learning. Like Kozma, many teachers at SSIS appear to believe that technology will lead to
significant changes in teaching and learning. They see technology as an essential aspect of their
student focused classrooms. On the other hand, in my experiences at ALLS I am reminded of
Richard E. Clark (1994) and his conclusion that media does not influence learning. Through his
research, Clark has found that the instructional method used is the influential factor, not the
media itself. This seems to align with the educational perspective at ALLS that the teacher is
central to learning. Technology is changing and developing at a rapid rate. Perhaps a next step in
bridging the digital divide could be further research examining contemporary media and its
impact on learning in student focused classrooms and teacher focused classrooms.
It is interesting to note that Puryear finds that technology doesnt have to be expensive to
be effective (1999, p. 48). In this sense, perhaps SSIS and ALLS are more equal than at first
glance. At both schools I see a recognition of the importance of technology and a concerted
effort to provide experiences with technology as part of a students education. The stark
differences are largely economic. SSIS is able to afford newer technology, logistical items such
as a stable internet line, and experienced personnel to ensure the effective use of educational
technology. ALLS is unable to afford these resources, however, the school seeks out donated
computers and asks individuals to donate their time as and when the need arises. Perhaps a next

step in bridging the digital divide could be in exploring ways to share resources between the two
schools, especially ICT personnel.
A final area that I have observed as a contributing factor to the digital divide between
SSIS and ALLS is the area of professional development and teacher training. Kim and Bagaka
(2005) have found that one particular factor that seems to narrow the digital divide is a teachers
attitude towards technology and their own personal use of technology. Perhaps a next step in
bridging the digital divide is in extending the SSIS professional development model, Teachers
Teaching Teachers, from exclusively within the SSIS staff to sharing knowledge with ALLS
teachers. Through this professional development model, SSIS faculty could spend time with
ALLS faculty in an effort to enhance their knowledge and comfort level with technology.
In conclusion, as a student of the UBC MET program and as an ex-patriate educator in
HCMC it has been very interesting and thought provoking for me to examine this perceived
digital divide between SSIS and ALLS. I look forward to exploring the opportunities discussed
above to bridge the digital divide.

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