Speaker
Description
Learner autonomy is increasingly supported by advancements in educational technology. Digital tools empower students to set goals, access resources, and monitor progress independently, fostering self-directed learning. Platforms like Learning Management Systems (LMS), mobile apps, and AI-driven platforms provide personalized pathways, enabling learners to tailor their educational experiences to individual needs and paces. For instance, adaptive learning systems analyze performance data to adjust content difficulty, while AI tutors offer real-time feedback, reducing reliance on instructor intervention.
Moreover, technology facilitates access to vast online resources such as MOOCs, podcasts, and interactive simulations… that encourage exploratory learning. Learners can curate materials aligned with their interests, cultivating critical thinking and decision-making skills. Collaborative tools, such as forums or video conferencing, also promote autonomy by allowing learners to engage with global peers, negotiate ideas, and co-create knowledge without spatial or temporal constraints.
However, autonomy does not equate to isolation. Effective integration of technology requires scaffolding. Educators must model strategies for digital literacy, time management, and self-assessment to help learners navigate resources responsibly. Gamification and progress-tracking features further motivate learners to reflect on their growth and persist through challenges.
Crucially, technology’s role lies in balancing structure and freedom. Overly rigid systems may stifle creativity, while overly open ones’ risk overwhelming learners. When designed thoughtfully, technology becomes a catalyst for autonomy, nurturing lifelong learners capable of adapting to evolving educational and professional landscapes. Ultimately, the synergy between technology and pedagogical strategies transforms passive recipients of knowledge into proactive, confident, and independent thinkers.
Biography
I was born in Duc Pho town where I grew up and have worked. I used to study at Quy Nhon University in 1997. After graduated there in 2001, I went to Dak Lak for a trip and then come back to my home. I worked as a tutor, a flight seller or even a taxi driver in 2 years in Quang Ngai city. In 2003, I was informed to be passed the government’s examination and They told me to work as an English teacher at one of the secondary school in Sa Huynh, one of the village of Duc Pho town. After one year, I was transformed to work at Pho Vinh secondary school where I have taught English to my students for more than 20 years. I have worked as a headmaster for more than 10 years during that time. Although my biography is nothing remarkable, it is all important experiences that have shaped me into who I am today.
