Using Interactive Whiteboards to Support Learner-Centred Approaches to Language Teaching and Learning Euline Cutrim Schmid & Ton Koenraad reporting on 2 related projects:• Professional development (Heidelberg, Germany) • Sharing Materials & Practices (Utrecht, NL)
Hogeschool Utrecht University of Applied Sciences / Fac. Education E-Learning consultant & teacher educator (MFL pedagogy / CALL)
Pedagogical benefits ofInteractive Whiteboards (IWBs) Helps integration of new media in the regular language classroom Enhances scope of interactivity & learner engagement Supports development “electronic literacies” Helps to address diversity in learning styles (aural, visual and kinaesthetic) Can contribute to student attainment IF…
Shared concerns & rationalesImportant factors for successfulintroduction of IWBs:- Teacher is KEY: pedagogical views, knowledgeand media literacyNEEDed: (Cutrim Schmid, 2008; Gray et al. 2005; Koenraad, 2008)- Quality training- Materials & inspiring practices for modern MFL Pedagogy- Support for p2p learning
Research project (2009 – 2011): Towards a Model of Interactive Whiteboard Training for Language TeachersEuline Cutrim SchmidUniversity of EducationHeidelberg, Germany
Project information (1)Characteristics of CPD-Model :- “bottom up” approach to teacher professionaldevelopment in CALL- a pedagogical framework based on a socio-cognitive view of communicative languageteaching.Research Team:- Junior Prof. + student teachers- nine practitioners
Project information (2)Key Questions:- What teacher competencies are needed to use IWBstowards a socio-cognitive view of communicative languageteaching?- What kind of technical and pedagogical support is mostlyneeded by teachers in this process?Research Methods:- in-depth longitudinal case studies- ethnographic research instruments: classroom observations &field notes, video recordings, in-depth interviews and video-triggeredreflective dialogues with the teachers
Interim Results (1)Teacher competences:- adapt / design interactive IWB materials- manage IWB-based activities to activate ALLlearners- coherently integrate various multimediaresources (pace, cognitive load and active processing of content)- enhance IWB functionality using peripherals- finding and evaluating ready-made, usablematerials
Migration needed for NEW, IWB- related CompetenciesFROM a print-based approach and relatedblack/whiteboard activities such as:- annotate grammar rules,- grammar exercises- vocabulary items- worksheets (scanned documents or MS Word files): fill-in-the-gaps vocabulary & grammar exercises)TOWARDS use of multimodal resourcesprovided, such as annotation tools (e.g. shapes,lines), variety of colour, fonts, images &integrating internet resources
Characteristics of TrainingReplacement of “top-down” technological one-dayworkshops with “bottom-up” training that:supports refinement of pedagogical practicestimulates collaboration with experienced teacher trainersor colleagueshas a sound theoretical basis and a clear pedagogicalframeworkfocuses on teachers’ immediate pedagogical needs &contextualized examples, related to actual workprovides teachers with enough opportunities for gradualaccumulation of knowledge and experience within theirconstraints of time and energy.
IWB4MFL CoP (2)Website Components at CALL-in-Practice:- Resources: . Practice portraits . Repository of IWB files . Annotated links to external resources . Research reviews & referencesIntroduction to IWB4MFLWeblog Tool for Multilingual Blogging Circles(linking MFL and L1 teachers & resources)Workflow for Teacher Ed. mentoring
Check out the 2010 Edition!Comenius Course: ‘Designing for the Web 2.0 Language Classroom.