Presentation by Shona Whyte and Julie Alexander given 19 May 2013 at the SAES (French annual conference of university English teachers) in Dijon, France. Analysis of online support community for 9 French EFL teachers (primary, secondary, university) during iTILT project on the IWB for communicative language teaching.

1. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition
des Langues (ARDAA)
Learning to Use Interactive Technologies
for Language Teaching:
Video Diaries for Teacher Support
in the iTILT Project
Shona Whyte & Julie Alexander
Université de Nice-Sophia Antipolis
1
Sunday, May 19, 13

2. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition
des Langues (ARDAA)2
interactive technologies, interactive
whiteboard
• transformative
potential of
technologies
• integration into
existing teaching
practice
Sunday, May 19, 13

3. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition
des Langues (ARDAA)
technology integration
3
• ICT as “silver
bullet”
• ICT expert
model
failures success
• digital
normalisation
via independent
initiative
(BYOT)
• IWB as “Trojan
horse”Avvisati et al., 2013;
Haldane, 2010;
Lee, 2013
Sunday, May 19, 13

4. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition
des Langues (ARDAA)
outline
7
• research background
• project data
• analysis & discussion
• further research
Sunday, May 19, 13

5. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition
des Langues (ARDAA)
IWB in language teaching
• OER development
for IWB-supported
language teaching
• wide variety of
IWB use
• Whyte, Cutrim Schmid,
van Hazebrouck, &
Oberhofer, in press
4
• IWB in state school
settings (France,
Germany)
• IWB use dependent
on level of teacher
development
• Cutrim Schmid & Whyte,
2012
• IWB forVC in
primary EFL
• little unplanned,
independent
interaction
• Whyte, 2011
Sunday, May 19, 13

6. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition
des Langues (ARDAA)5
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
press
Sunday, May 19, 13

7. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition
des Langues (ARDAA)
self-efficacy perceptions
• 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?
6
among the mechanisms of
agency, none is more central
or pervasive than people’s
beliefs about their
capabilities to exercise
control over their own level
of functioning and over
events that affect their lives
(Bandura, 1993: 118)
Sunday, May 19, 13

8. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition
des Langues (ARDAA)
outline
8
• research background
• project data
• analysis & discussion
• further research
Sunday, May 19, 13

9. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition
des Langues (ARDAA)9
Sunday, May 19, 13

10. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition
des Langues (ARDAA)10
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
Sunday, May 19, 13

11. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition
des Langues (ARDAA)
French data
11
9 EFL teachers
• 4 primary
• 2 collège
• 2 lycée
• 1 IUFM research design
Sunday, May 19, 13

12. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition
des Langues (ARDAA)16
Sunday, May 19, 13
Adapted from Whyte, Cutrim Schmid, van Hazebrouck, & Oberhofer (in press)

13. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition
des Langues (ARDAA)
French data
20
• pre and post-project questionnaires
• website data :16 class films, 56 video clips,
16 teacher interviews, 16 learner focus group
interviews
• pilot data: teacher focus group questionnaires &
interviews
• teacher contributions to online support community
(Google+)
Sunday, May 19, 13

14. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition
des Langues (ARDAA)
outline
21
• research background
• project data
• analysis & discussion
• further research
Sunday, May 19, 13

15. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition
des Langues (ARDAA)
• 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?
22
• easy to locate IWB resources for
teaching
• confident using internet
• confident creating own teaching
materials
ICT/IWB self-efficacy: questionnaire data
Sunday, May 19, 13

16. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition
des Langues (ARDAA)
• 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?
23
• permanent IWB access
• always use IWB for FL
• allow learners to use IWB
ICT/IWB self-efficacy: questionnaire data
Sunday, May 19, 13

17. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition
des Langues (ARDAA)
• 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?
24
confident using
• pen
• eraser
• drag & drop
• audio
• images
ICT/IWB self-efficacy: questionnaire data
Sunday, May 19, 13

18. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition
des Langues (ARDAA)
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?
25
• IWB improves participation
and engagement
• IWB improves motivation
Sunday, May 19, 13

19. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition
des Langues (ARDAA)31
Google+ private stream: French iTILT team
Sunday, May 19, 13

20. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition
des Langues (ARDAA)
Google+ activity
32
• 250+ contributions to private stream
(posts, comments, with/out media, links)
• 94 teacher contributions
• content coding: teaching, learning, teacher,
learner, technology, project, social
Sunday, May 19, 13

21. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition
des Langues (ARDAA)
Self-efficacy beliefs
34
• most teachers claimed to increase their use of IWB over project, and the
majority also to allow learners more access
• all developed or maintained a belief in the role of the IWB in learner
participation, engagement and motivation
• most teachers also learned where to look for IWB teaching resources, and
those who were less confident in creating their own teaching resources also
gained confidence here
• the three teachers who showed greatest confidence with particular IWB
tools at the start of the project did not change their self-perception (B, D, F)
• all the others gained confidence with most or all of the main tools used
Sunday, May 19, 13

22. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition
des Langues (ARDAA)
Engagement in online support community
35
• wide range of engagement and participation across 9 teachers
• 3 core users: engaged participants, posted own videos,
commented on other posts, and on range of aspects of IWB-
supported language teaching (D, F, B)
• 3 peripheral users: posted mainly when prompted,
commented less, focused principally on technology or project
(A, H, E)
• 3 passive users: posted only when prompted, no comments
Sunday, May 19, 13

23. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition
des Langues (ARDAA)
outline
39
• research background
• project data
• analysis & discussion
• further research
most confident and
experienced IWB users at
start of project contributed
most effectively to G+, used
IWB in most varied manner
developing teachers
focused energy on gaining
expertise with IWB tools,
less varied use of IWB and
less reflective engagement
on G+
Sunday, May 19, 13

24. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition
des Langues (ARDAA)
outline
40
• research background
• project data
• analysis & discussion
• further research
Sunday, May 19, 13

25. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition
des Langues (ARDAA)41
further research
• 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)
Sunday, May 19, 13

26. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition
des Langues (ARDAA)43
Alexander, J. (in preparation).The use of the IWB for EFL in French state educational settings.
Mémoire de M2, Master Langues Anglais Recherche, Université de Nice-Sophia Antipolis.
Avvisati, F. et al. (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
Bandura A. (1993). Perceived self-efficacy in cognitive development and functioning. Educ
Psychol., 28, 117 - 148.
Cutrim Schmid, E. & Whyte, S. (2012). Interactive Whiteboards in School Settings:Teacher
Responses to Socio-constructivist Hegemonies. Language Learning andTechnology 16 (2), 65-86.
Haldane, M. (2010), "A New Interactive Whiteboard Pedagogy through Transformative Personal
Development" in Thomas and Cutrim Schmid (eds.), InteractiveWhiteboards for Education:Theory,
Research and Practice, IGI Global, pp. 179-186.
Lee, M. (2013), "Where to After the Digital Education Revolution?", Education Technology
Solutions.
Whyte, S., Cutrim Schmid, E., van Hazebrouck, S., & Oberhofer, M. (in press). Open educational
resources for CALL teacher education: the iTILT interactive whiteboard project. Computer
Assisted Language Learning, September 2013.
Whyte, S. (2011). Learning to teach with videoconferencing in primary foreign language
classrooms. ReCALL 23(3): 271–293.
Sunday, May 19, 13