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)

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 of Interactive 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…

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 & rationales Important factors for successful introduction of IWBs : - Teacher is KEY: pedagogical views, knowledge and media literacy NEEDed: ( Cutrim Schmid, 2008; Gray et al. 2005; Koenraad, 2008) - Quality training - Materials & inspiring practices for modern MFL Pedagogy - Support for p2p learning

Important factors for successful introduction of IWBs : - Teacher is KEY: pedagogical views, knowledge and media literacy

NEEDed: ( 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 Teachers Euline Cutrim Schmid University of Education Heidelberg, Germany

Project information (1) Characteristics of CPD-Model : - “bottom up” approach to teacher professional development in CALL - a pedagogical framework based on a socio-cognitive view of communicative language teaching. Research Team : - Junior Prof. + student teachers - nine practitioners

Characteristics of CPD-Model : - “bottom up” approach to teacher professional development in CALL - a pedagogical framework based on a socio-cognitive view of communicative language teaching.

Research Team : - Junior Prof. + student teachers - nine practitioners

Project information (2) Key Questions: - What teacher competencies are needed to use IWBs towards a socio-cognitive view of communicative language teaching? - What kind of technical and pedagogical support is mostly needed 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-triggered reflective dialogues with the teachers

Key Questions: - What teacher competencies are needed to use IWBs towards a socio-cognitive view of communicative language teaching? - What kind of technical and pedagogical support is mostly needed 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-triggered reflective dialogues with the teachers

Interim Results (1) Teacher competences: - adapt / design interactive IWB materials - manage IWB-based activities to activate ALL learners - coherently integrate various multimedia resources (pace, cognitive load and active processing of content) - enhance IWB functionality using peripherals - finding and evaluating ready-made, usable materials

Teacher competences: - adapt / design interactive IWB materials - manage IWB-based activities to activate ALL learners - coherently integrate various multimedia resources (pace, cognitive load and active processing of content) - enhance IWB functionality using peripherals - finding and evaluating ready-made, usable materials

Migration needed for NEW, IWB-related Competencies FROM a print-based approach and related black/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 resources provided, such as annotation tools (e.g. shapes, lines), variety of colour, fonts, images & integrating internet resources

FROM a print-based approach and related black/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 resources provided, such as annotation tools (e.g. shapes, lines), variety of colour, fonts, images & integrating internet resources

Characteristics of Training Replacement of “top-down” technological one-day workshops with “bottom-up” training that: supports refinement of pedagogical practice stimulates collaboration with experienced teacher trainers or colleagues has a sound theoretical basis and a clear pedagogical framework focuses on teachers’ immediate pedagogical needs & contextualized examples, related to actual work provides teachers with enough opportunities for gradual accumulation of knowledge and experience within their constraints of time and energy.

Replacement of “top-down” technological one-day workshops with “bottom-up” training that:

supports refinement of pedagogical practice

stimulates collaboration with experienced teacher trainers or colleagues

has a sound theoretical basis and a clear pedagogical framework

focuses on teachers’ immediate pedagogical needs & contextualized examples, related to actual work

provides teachers with enough opportunities for gradual accumulation of knowledge and experience within their constraints of time and energy.

IWB-Project @ CALL-in-Practice

IWB4MFL CoP Goals: - Sharing materials, practices & practitioner knowledge - Contributing to initial Teacher Ed. & CPD ( Meskill et al., 2006; Preston et al.,2000; Koenraad, 2005) Activities: - Teacher Ed. Curr. Development - Materials, Expertise & Partner spotting - Resources development - Blogging - Formation Editorial Team - EU project application

Goals: - Sharing materials, practices & practitioner knowledge - Contributing to initial Teacher Ed. & CPD ( Meskill et al., 2006; Preston et al.,2000; Koenraad, 2005)

Activities: - Teacher Ed. Curr. Development - Materials, Expertise & Partner spotting - Resources development - Blogging - Formation Editorial Team - EU project application

IWB4MFL CoP (2) Website Components at CALL-in-Practice : - Resources: . Practice portraits . Repository of IWB files . Annotated links to external resources . Research reviews & references Introduction to IWB4MFL Weblog Tool for Multilingual Blogging Circles (linking MFL and L1 teachers & resources) Workflow for Teacher Ed. mentoring

Website Components at CALL-in-Practice : - Resources: . Practice portraits . Repository of IWB files . Annotated links to external resources . Research reviews & references

Introduction to IWB4MFL

Weblog Tool for Multilingual Blogging Circles (linking MFL and L1 teachers & resources)

Workflow for Teacher Ed. mentoring

Comenius Course: ‘Designing for the Web 2.0 Language Classroom. Check out the 2010 Edition!