Interactive technologies for classroom language teaching: iTILT and the IWB


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Basic presentation of IWB affordances for language teaching and iTILT project process and resources.

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Interactive technologies for classroom language teaching: iTILT and the IWB

  1. 1. Interactive technologies for classroom language teaching: iTILT and the IWB Shona Whyte, Université Nice-Sophia Antipolis DSDEN06, November 2013
  2. 2. IWB: write & save
  3. 3. IWB: embed + move objects
  4. 4. IWB: individual & group work
  5. 5. Training language teachers to use technology... resources tools reflection materials collaboration pedagogy learners teachers
  6. 6. IWBs in language teaching Rapid growth in IWB use Limited teacher training materials and Limited teacher training materials and support for the design, evaluation and support for the design, evaluation and implementation of IWB-based implementation of IWB-based materials for the FL classroom materials for the FL classroom
  7. 7. Main pedagogical benefits  Facilitating the integration of new media in language classroom (Gray et al. 2005, 2007)  Enhancing the scope of interactivity and learner engagement (Miller & Glover 2009)  Supporting the development of “electronic literacies” (Cutrim Schmid 2009)  Meeting the needs of learners with diverse learning styles (aural, visual and kinesthetic) through the use of multiple media (Wall et al. 2004)
  8. 8. Challenges of using the IWB For the teacher:  Insecurity and additional challenge lead to return to teachercentered whole-class teaching instead of communicative, taskbased or project-based teaching (Cutrim Schmid 2009, Gray et al. 2007, Cutrim Schmid & Whyte, 2012) For the students:  Cognitive overload  “Spoon-feeding” with pre-designed presentation materials (Cutrim Schmid 2008)
  9. 9. Clear need for Clear need for professional training and professional training and pedagogical resources to pedagogical resources to assist teachers in assist teachers in exploiting IWB in the exploiting IWB in the foreign language foreign language classroom classroom
  10. 10. Aims of the iTILT project Aims of the iTILT project •inform teachers of “best practice” based on research •bring together teachers from all sectors of education (primary, secondary, university, vocational) •encourage the sharing of teaching resources •produce effective IWB training materials for language teachers
  11. 11. Partners
  12. 12. Development of the project IWB Training Data Collection Website
  13. 13. Data Collection class filming •2 visits to 6 teachers in 6 partner countries learner reflections •group interviews with 4-5 students teacher interviews •video stimulated reflection
  14. 14. Website – IWB practice reports IWB practice report 3-4 video clips per class film •81 class films •44 teachers •267 video clips excerpts from transcripts of •teacher comments •learner reactions related resources •IWB file •screenshots of IWB page
  15. 15. => IWB Practice Report
  16. 16. The iTILT manual introduction to IWBs general tips on how to make the best use of interactive whiteboards criteria for the design/evaluation/implementation and copyright issues of IWB based material teaching speaking, listening, writing and reading with an IWB, plus grammar and vocabulary
  17. 17. Training Materials Activity •description of the activity and steps to be taken by teacher and students aim •Aim of the activity •Learning goals design •explains how the flipchart was designed potential •potential of the activity in comparison to former methods
  18. 18. Criteria for IWB material design 1. Communicative tasks 2. Support language learning goals 10. Creative Commons licence 9. Learner autonomy 3. Learning-centred 8. Space for learner contributions 4. Efficiency 5. Instructions for teachers 7. Exploit IWB tools 6. Visual, audio and tactile input
  19. 19. Watch the three video clips. What is the teacher’s objective? What happens with the IWB? What do you think works, and what could be done differently?
  20. 20. Research          Cutrim Schmid, E. & Whyte, S. (2012). Interactive Whiteboards in School Settings: Teacher Responses to Socioconstructivist Hegemonies.  Language Learning and Technology 16 (2), 65-86.  Cutrim Schmid, Euline (2010). Develo ping co mpetencies fo r using the interactive w hitebo ard to implement co mmunicative language teaching in the English as a Fo reign Language classro o m. In Technology, Pedagogy and Education, 19(2), 159-172. Routledge  Cutrim Schmid, Euline (2009). The Pedago gical Po tential o f Interactive W hitebo ards 2.0. In Thomas, M. (Ed) The Handbo o k o f Research o n Web 2.0 and Seco nd Language Learning. IGI Global, USA Cutrim Schmid, Euline & Stetter, Carolin (2008). Ho uses o f the future: mit dem w hitebo ard das w ill-future üben. Der Fremdsprachliche Unterricht Englisch (Heft Web 2.0),Vol. 96. Erhard Friedrich Verlag Cutrim Schmid, E. & van Hazebrouck, S. (2010). Using the Interactive W hitebo ard as a “Digital Hub”. Praxis Fremdsprachenunterricht 04/10, 12-15 Gray, C, Pilkington, R, Hagger-Vaughan, L and Tomkins, SA. (2007). Integrating IC T into classro o m practice in mo dern fo reign language teaching in England: making ro o m fo r teachers’ vo ices. European Journal of Teacher Education, 30 (4), 407-429 Miller, D & Glover, D. (2009). Interactive Whiteboards in the web 2.0 classroom. In: Thomas, M. Handbook of research on Second Language Leraning. IGI Global, USA. Wall, K., Higgins, S. & Smith, H. (2005). The visual helps me understand the co mplicated things: Pupils’ view s o f teaching and learning w ith interactive w hitebo ards. British Journal of Educational Technology 36(5), 851-867 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
  21. 21. Low-tech solutions laptop computer + speakers + classroom organisation (videoprojector) (internet) mp3/mp4 players (or smartphones) handheld electronic whiteboard (eInstruction : MOBI view)
  22. 22. Technology for learning & teaching Learning technologies for EFL Teacher Education for Languages with Technology
  23. 23. Technology for professional development
  24. 24. Shona Whyte @whyshona