iTILT and SMARTVET: two EU projects to
promote effective interactive whiteboard use
in language and vocational education
T...
introduction
iTILT
SmartVET
www.itilt.eu
iTILT
The project
Research results
www.itilt.eu
www.itilt.eu
Website
The final website contains:
 Video clips of IWB classroom episodes
 Comprehensive training manual
 Training mat...
www.itilt.eu
www.itilt.eu
DurationDuration
www.itilt.eu
www.itilt.eu
IWB Training
www.itilt.eu
The iTILT Training Manual
 introduction to IWBs
 general tips on how to make the best use of interactive
whiteboards
 c...
Electronic Flipcharts
www.itilt.eu
Data Collection
www.itilt.eu
Website – Practice Reports
www.itilt.eu
WebsiteWebsite
www.itilt.eu
www.itilt.eu
www.itilt.eu
Practice Reports
www.itilt.eu
iTILT
Research findings
interactive technologies,
interactive whiteboard
• transformative
potential of
technologies
• integration into existing
te...
Pre-project studies
• IWB in state
school settings
(France, Germany)
• IWB use
dependent on level
of teacher
development
•...
critics of the IWB have pointed out that
one of its drawbacks is the fact that it
can be easily assimilated into teachers’...
Whyte, Cutrim Schmid, van Hazebrouck Thompson & Oberhofer (2013)
project data
7 countries
6 languages
website with video examples of
IWB-supported classroom
practice with additional
mater...
Teacher development as IWB userTeacher development as IWB user
(Beauchamp, 2004)(Beauchamp, 2004)
beginner
IWB as black/wh...
ICT/IWB self-efficacy: questionnaire data
 how much can you do to exploit ICT for
teaching?
 how much can you do to expl...
 teachers showed high self-efficacy perceptions for ICT,
lower confidence with IWB tools, but encouraged
learners to use ...
further research: learner interaction
 overview of European language teachers’ use of IWB
 interactivity and L2 interact...
IWB use for language interactionIWB use for language interaction
(Whyte & Cutrim Schmid, in preparation)(Whyte & Cutrim Sc...
Smart VET
The project
Results
www.itilt.eu
Supporting Continuous Professional
Development of VET teachers in the use
of Interactive Whiteboards
 EU-Project Leonardo...
Rationale
(Kennewell, 2006; Higgins et al., 2007; Koenraad, 2008;
Thomas & Cutrim Schmid, 2010)
Limited uptake in specific...
Aims
Needs Analysis
IWB train-the-trainers
programme + materials
CPD model for Irish VET
sector
CoP
Project Phases
Needs Analysis
Training
Champions
Workshops /
Teacher content
development
CoP
Needs Analysis: Recommendations
• Modules basic IWB functionalities + for ordering, structuring,
comparing etc.
• Design m...
Training
Training Activities
Training Materials
Training Activities
Training Materials
Results at www.smartvet.eu
Training Activities
Training Materials
Training Activities
Training Materials
Conclusion
IWB in language teaching and learning
www.itilt.eu
www.itilt.eu
Alexander, J. (2013). The IWB in EFL, the IWB for EFL: using the IWB to teach EFL in
French educational setti...
www.itilt.eu
Whyte, S. (2013). Interaction and interactivity in technology-rich second language
classrooms: the iTILT proj...
iTILT & SmartVET: two EU projects to promote effective interactive whiteboard use in language and vocational education
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iTILT & SmartVET: two EU projects to promote effective interactive whiteboard use in language and vocational education

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EuroCALL presentation: Koenraad, Cutrim Schmid & Whyte; Evora, Portugal, 12/09/13

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  • Used data to conduct research also – how teachers use IWB, why they do what they do, what consequences for classroom interaction and learners
  • Teachers, teacher trainers, researchers look for transformation
  • Pre-project studies suggested limited interactional opportunities; developmental readiness of teachers
  • Encouraging teacher development: introducing tool is not enough, cannot impose method
  • Collaborative action research: data. Also a developmental framework and a notion
  • In UK schools, teachers develop in their use of the IWB in this way. However in the iTILT project, different patterns of use
  • Pre-training questionnaire
  • no transformation of pedagogy
  • Fostering communication and learner autonomy
  • Studying interaction at the IWB
  • iTILT & SmartVET: two EU projects to promote effective interactive whiteboard use in language and vocational education

    1. 1. iTILT and SMARTVET: two EU projects to promote effective interactive whiteboard use in language and vocational education Ton Koenraad, Euline Cutrim Schmid & Shona Whyte
    2. 2. introduction iTILT SmartVET www.itilt.eu
    3. 3. iTILT The project Research results www.itilt.eu
    4. 4. www.itilt.eu
    5. 5. Website The final website contains:  Video clips of IWB classroom episodes  Comprehensive training manual  Training materials in 6 different languages  List of publications on IWB in language education  Links to helpful websites  List of criteria for materials design www.itilt.eu
    6. 6. www.itilt.eu
    7. 7. www.itilt.eu
    8. 8. DurationDuration www.itilt.eu
    9. 9. www.itilt.eu
    10. 10. IWB Training www.itilt.eu
    11. 11. The iTILT Training Manual  introduction to IWBs  general tips on how to make the best use of interactive whiteboards  criteria for the design and evaluation of IWB-based language teaching materials  tips for the implementation and copyright issues of IWB based material  examples of activities for teaching speaking, listening, writing and reading with an IWB, plus grammar and vocabulary www.itilt.eu
    12. 12. Electronic Flipcharts www.itilt.eu
    13. 13. Data Collection www.itilt.eu
    14. 14. Website – Practice Reports www.itilt.eu
    15. 15. WebsiteWebsite www.itilt.eu
    16. 16. www.itilt.eu
    17. 17. www.itilt.eu
    18. 18. Practice Reports www.itilt.eu
    19. 19. iTILT Research findings
    20. 20. interactive technologies, interactive whiteboard • transformative potential of technologies • integration into existing teaching practice Avvisati et al., 2013; Lee, 2013
    21. 21. Pre-project studies • IWB in state school settings (France, Germany) • IWB use dependent on level of teacher development • Cutrim Schmid & Whyte, 2012 • IWB for VC in primary EFL • little unplanned, independent interaction • Whyte, 2011
    22. 22. critics of the IWB have pointed out that one of its drawbacks is the fact that it can be easily assimilated into teachers’ traditional pedagogical practice, thus leading to patterns of technology use that simply replicate previous practice changes in pedagogical practice cannot be imposed hegemonically from above, via isolated training sessions and in the absence of ongoing support in the classroom [In a collaborative action research] framework, teachers are supported by researchers in a process of structured reflection involving data collection and analysis with the goals of better understanding teaching and learning in their classrooms and applying this knowledge to improve teaching efficacy and student learning Cutrim Schmid & Whyte, 2012 Whyte, Cutrim Schmid, van Hazebrouck, & Oberhofer, in 2013
    23. 23. Whyte, Cutrim Schmid, van Hazebrouck Thompson & Oberhofer (2013)
    24. 24. project data 7 countries 6 languages website with video examples of IWB-supported classroom practice with additional materials Dutch English French Spanish Turkish Welsh Belgium France Germany Netherlands Spain Turkey UK primary secondary university vocational 4 sectors 44 teachers, 81 films, 267 clips
    25. 25. Teacher development as IWB userTeacher development as IWB user (Beauchamp, 2004)(Beauchamp, 2004) beginner IWB as black/whiteboard substitute, only teacher uses IWB only native software apprentice planned learner manipulation of objects (drag and drop) some other software initiate planned learner use of more IWB tools use of more programmes (internet) advanced spontaneous learner use of IWB features and peripherals (slates) use of audio and video files
    26. 26. ICT/IWB self-efficacy: questionnaire data  how much can you do to exploit ICT for teaching?  how much can you do to exploit the IWB for language teaching?  how confident do you feel with various IWB tools and features?  how much do you believe the IWB can help in language teaching?
    27. 27.  teachers showed high self-efficacy perceptions for ICT, lower confidence with IWB tools, but encouraged learners to use the IWB Hillier, Beauchamp,Whyte (2013)  primary teachers used narrow range of basic tools for circumscribed goals, irrespective of IWB experience Whyte, Beauchamp, Hillier (2012)  wide variety of IWB use Whyte et al (2013)  French EFL teachers showed differential development readiness based on IWB self-efficacy and engagement Whyte & Alexander (2013)
    28. 28. further research: learner interaction  overview of European language teachers’ use of IWB  interactivity and L2 interaction at IWB  video communication for English as a Lingua Franca (young learners France & Germany)
    29. 29. IWB use for language interactionIWB use for language interaction (Whyte & Cutrim Schmid, in preparation)(Whyte & Cutrim Schmid, in preparation) planning/control context task drill pre-planned language elements limited attempt to contextualise language production & repetition with teacher feedback on form display some learner choice in language to be produced limited attempt to contextualise language activity largely controlled by teacher simulation greater space for learner choice role-play: pretend context space for learner choice in shaping activity communication spontaneous language production genuine exchange of participants’ own reactions learner-centred, meaning-focused activity
    30. 30. Smart VET The project Results www.itilt.eu
    31. 31. Supporting Continuous Professional Development of VET teachers in the use of Interactive Whiteboards  EU-Project Leonardo programme 2011-2013
    32. 32. Rationale (Kennewell, 2006; Higgins et al., 2007; Koenraad, 2008; Thomas & Cutrim Schmid, 2010) Limited uptake in specific subject areas and educational sectors Teacher skills key in realising added value IWB underused in Irish VET sector
    33. 33. Aims Needs Analysis IWB train-the-trainers programme + materials CPD model for Irish VET sector CoP
    34. 34. Project Phases Needs Analysis Training Champions Workshops / Teacher content development CoP
    35. 35. Needs Analysis: Recommendations • Modules basic IWB functionalities + for ordering, structuring, comparing etc. • Design materials as modular as possible • Demo IWB potential for a variety of disciplines • Include IWB page navigation, assessing, adapting and designing materials • (revision of) general pedagogical topics like ‘active learning’ and general materials design principles. • Foster added value discussion
    36. 36. Training Training Activities Training Materials Training Activities Training Materials
    37. 37. Results at www.smartvet.eu Training Activities Training Materials Training Activities Training Materials
    38. 38. Conclusion IWB in language teaching and learning www.itilt.eu
    39. 39. www.itilt.eu Alexander, J. (2013). The IWB in EFL, the IWB for EFL: using the IWB to teach EFL in French educational settings. (Unpublished master's thesis). Université Nice Sophia Antipolis, Nice, France. Avvisati, F., Hennessey, S., Kozma, R., & Vincent-Lancrin, S. (2013), “Review of the Italian Strategy for Digital Schools”, OECD Education Working Papers, No. 90, OECD Publishing. http://dx.doi.org/10.1787/5k487ntdbr44-en Beauchamp, G. (2004). Teacher use of the interactive whiteboard in primary schools: towards an effective transition framework. Technology, Pedagogy and Education, 13(3), 327- 348. Cutrim Schmid, E. (2010). Developing competencies for using the interactive whiteboard to implement communicative language teaching in the English as a Foreign Language classroom. Technology, Pedagogy and Education, 19(2), 159–172. Cutrim Schmid, E. & Whyte, S. (2012). Interactive Whiteboards in School Settings: Teacher Responses to Socio-constructivist Hegemonies.  Language Learning and Technology 16 (2), 65-86. Hillier, E., Beauchamp, G., & Whyte, S. (2013). A study of self-efficacy in the use of interactive whiteboards across educational settings: a European perspective from the iTILT project. Educational Futures, 5 (2) http://www.educationstudies.org.uk/materials/emily_hillier_besav3.pdf Lee, M. (2013), "Where to After the Digital Education Revolution?", Education Technology Solutions. Educational Technology Solutions, http://educationtechnologysolutions.com.au/2013/05/13/where-to-after-the-digital- education-revolution/
    40. 40. www.itilt.eu Whyte, S. (2013). Interaction and interactivity in technology-rich second language classrooms: the iTILT project in France. WorldCALL, 11-13 July, 2013. Whyte, S. (2011). Learning to teach with videoconferencing in primary foreign language classrooms. ReCALL 23(3): 271–293. Whyte, S., & Alexander, J. (2013). Learning to Use Interactive Technologies for Language Teaching: Video Diaries for Teacher Support in the iTILT Project. Atelier didactique SAES, Dijon, France,18 May. Whyte, S., Beauchamp, G., & Hillier, E. (2012). Perceptions of the IWB for second language teaching and learning: the iTILT project. In L. Bradley & S. Thouësny (Eds.), CALL: Using, Learning, Knowing, EUROCALL Conference, Gothenburg, Sweden, 22-25 August 2012, Proceedings (pp. 320-6). © Research-publishing.net Dublin 2012. Whyte, S., Cutrim Schmid, E., & van Hazebrouck, S. (2011). Designing IWB Resources for Language Teaching: the iTILT Project. International Conference on ICT for Language Learning, 4th Edition. Simonelli Editore. Whyte, S., Cutrim Schmid, E., van Hazebrouck Thompson, S., & Oberhofer, M. (2013). Open educational resources for CALL teacher education: the iTILT interactive whiteboard project.  Computer Assisted Language Learning.

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