This document summarizes two EU projects, iTILT and SMARTVET, that aimed to promote teacher competencies in using interactive whiteboards. It highlights the projects' training activities and materials developed to help teachers exploit the educational potential of interactive whiteboards. The document also discusses needs analysis and recommendations for developing modules on basic interactive whiteboard functions and designing modular materials. It describes the projects' data collection methods, including classroom filming and interviews, to understand effective interactive whiteboard use and share resources.
Internationalisation and the initial teacher education curriculum’Ton Koenraad
Invited Presentation at the CILO bi-annual meeting. A network to promote internationalisation in teacher education for the primary and secondary sectors that most national HE Teacher Education faculties are member of.
Organisation: The Dutch EU National Agency, Amsterdam, Central Library, Netherlands
Internationalisation and the initial teacher education curriculum’Ton Koenraad
Invited Presentation at the CILO bi-annual meeting. A network to promote internationalisation in teacher education for the primary and secondary sectors that most national HE Teacher Education faculties are member of.
Organisation: The Dutch EU National Agency, Amsterdam, Central Library, Netherlands
Second language interaction with interactive technologies: the IWB in state s...cutrimschmid
Whyte, Shona; Cutrim Schmid, Euline & Beauchamp, Gary (2014): Second language interaction with interactive technologies: the IWB in state school foreign language classrooms. Paper presented at the AILA conference, Brisbane, Australia, August 2014.
Target language interaction at the IWB (EuroCALL)Shona Whyte
Background on iTILT project on IWB for foreign language teaching (http://itilt.eu) and follow-up work on actual interactional opportunities for learners in IWB-mediated activities
The problem of using Open Educational Resources in the Lithuanian language as...LangOER
The aim of the presentation was to reveal the importance of Open Educational Resources in the Lithuanian Language for the development of teachers’ competences and for the quality of teaching/learning material, by providing a possibility to disseminate innovations and to develop creativity and consistency, as well as to share teaching resources.
Presentation to promote the exploitation of results of EU projects to help keep Teacher Education curriculum up to date re educational technology methodology
#EU projects,#
Presentation of our paper 'Approaches and results of two EU projects promoting effective interactive whiteboard use in language and vocational education' at the LKPA Conference 9–10 June 2014, in Vilnius (Lithuania).
Task-based learning and ICT: creative activities in the context of a European...eLearning Papers
Authors: Manuela Delfino, Giuliana Dettori, Valentina Lupi.
The dissemination of innovation at school may be supported by favouring the exchange of educational materials and reflections, leading teachers to learn from each other’s experiences. This was the main goal of Efelcren, a Comenius 2.1 project which aimed to boost the creation and collection of inventive and effective ICT-based educational materials for all school levels.
Second language interaction with interactive technologies: the IWB in state s...cutrimschmid
Whyte, Shona; Cutrim Schmid, Euline & Beauchamp, Gary (2014): Second language interaction with interactive technologies: the IWB in state school foreign language classrooms. Paper presented at the AILA conference, Brisbane, Australia, August 2014.
Target language interaction at the IWB (EuroCALL)Shona Whyte
Background on iTILT project on IWB for foreign language teaching (http://itilt.eu) and follow-up work on actual interactional opportunities for learners in IWB-mediated activities
The problem of using Open Educational Resources in the Lithuanian language as...LangOER
The aim of the presentation was to reveal the importance of Open Educational Resources in the Lithuanian Language for the development of teachers’ competences and for the quality of teaching/learning material, by providing a possibility to disseminate innovations and to develop creativity and consistency, as well as to share teaching resources.
Presentation to promote the exploitation of results of EU projects to help keep Teacher Education curriculum up to date re educational technology methodology
#EU projects,#
Presentation of our paper 'Approaches and results of two EU projects promoting effective interactive whiteboard use in language and vocational education' at the LKPA Conference 9–10 June 2014, in Vilnius (Lithuania).
Task-based learning and ICT: creative activities in the context of a European...eLearning Papers
Authors: Manuela Delfino, Giuliana Dettori, Valentina Lupi.
The dissemination of innovation at school may be supported by favouring the exchange of educational materials and reflections, leading teachers to learn from each other’s experiences. This was the main goal of Efelcren, a Comenius 2.1 project which aimed to boost the creation and collection of inventive and effective ICT-based educational materials for all school levels.
Introducing the iTILT projects on IWB & Tablets in Language EducationTon Koenraad
Presentation for an iTILT workshop on the use of tablets and interactive classroom technologies presented at the Dutch annual Good Practice Day at Leiden University.
Cultivating teacher trainees’ experiences of integrating emerging educational...Dr. David Kabugo
Luganda language is one of the indigenous languages spoken by people of Uganda. Out of the 45+ indigenous languages of Uganda, Luganda is the most widely spoken with more than eight million speakers (Namyalo, 2013). Although Luganda is a fairly well documented language, and while it is being taught as a subject of study at some education institutions in Uganda, many young learners of this generation are slowly detaching themselves from its study (LTA, 2014). The need to address this challenge is urgent. Otherwise, many young learners of this generation will continue to detach themselves from the study of Luganda. When this challenge is not addressed, Luganda language will lose its continuity and risk becoming extinct. The larger study from which this paper emerges aimed at cultivating teacher-trainees’ experiences of utilising emerging technologies (ETs) in teaching to revitalise Luganda language.
Innovating Teaching and Learning Practices: Key Elements for Developing Crea...eLearning Papers
This paper looks at how to innovate teaching and learning practices at system level. It describes the vision for ‘Creative Classrooms’ and makes a consolidated proposal for their implementation, clarifying their holistic and systemic nature, their intended learning outcomes, and their pedagogical, technological, and organisational dimensions for innovation. ‘Creative Classrooms’ (CCR) are conceptualized as innovative learning environments that fully embed the potential of ICT to innovate learning and teaching practices in formal, non-formal and informal settings.
The proposed multi-dimensional concept for CCR consists of eight encompassing and interconnected key dimensions and a set of 28 reference parameters (‘building blocks’). At the heart of the CCR concept lie innovative pedagogical practices that emerge when teachers use ICT in their efforts to organize newer and improved forms of open-ended, collaborative, and meaningful learning activities, rather than simply to enhance traditional pedagogies, such as expository lessons and task-based learning.
A preliminary analysis of two existing cases of ICT-enabled innovation for learning is presented in order to show (i) how the proposed key dimensions and reference parameters are implemented in real-life settings to configure profoundly diverse types of CCR and (ii) to depict the systemic approach needed for the sustainable implementation and progressive up-scaling of Creative Classrooms across Europe.
ICT & Teacher Education Innovation: focus on EU IWB projects iTILT & SMARTVETTon Koenraad
Invited by Nevsehir university Faculty of Education in Turkey to present TELLConsult's experiences with Technology & Language Teacher Education and the results of the EU projects iTILT and SMARTVET as reported at the ISNITE 2013 Symposium in Ankara.
On behalf of TELLConsult I contributed a presentation, entitled 'Task-supported language teaching and technology-enhanced learning' to the final meeting of the EU project ETALAGE in Budapest. (more on this below)
'New developments in computer assisted language learning´ presented at the International Support & Teach 2011 Conference organised by the English for Kids Foundation,
NIFLAR workshop on designing for 3D @ Coimbra ConferenceTon Koenraad
Introduction for the workshop at the Coimbra Conference on NIFLAR's 3D environments in Second Life and Open Sim. Text and Images on the design principles and their realisations to support language practice and intercultural communication skills development.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
1. Approaches & resources to promote teacher
competencies development for effective interactive
whiteboard use.
Highlighting 2 EU projects: iTILT and SMARTVET.
Ton Koenraad, Serkan Çelik, Angela Higgins. Emily Hillier
Ton Koenraad - (NL) TELLConsult
Serkan Çelik - (TR) Kirikkale University
ISNITE 2013, Ankara
2. Interactive Technologies In Language Teaching:
The IWB in the language classroom
EU Project – LLP Programme 2011-2013
3. Training language teachers to
use technology...
tools
materials
resources
reflection
pedagogy
learners
teachers
collaboration
5. Needs
Analysis:
Recommendations
• Produce modules for 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
• Include (revision of) general pedagogical topics
like ‘active learning’ and general materials
design principles.
• Foster the ‘added value discussion’
6. Rationale
(Cutrim Schmid 2009, Gray et al. 2007,
Cutrim Schmid & Whyte, 2012
(Kennewell, 2006; Higgins et al., 2007;
Koenraad, 2008; Thomas & Cutrim
Schmid, 2010)
Clear need for
professional training
and pedagogical
resources to assist
teachers in exploiting
IWB in the foreign
language classroom
Limited uptake in
specific subject areas
and educational sectors
Teacher skills key in
realising added value
IWB underused in Irish
VET sector
11. www.itilt.eu
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
12. www.itilt.eu
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
14. Qualitative
Outcomes
Comments by participating iTILT data partner teachers:
“I recommend teachers attend regular trainings on IWBs. Teacher education must be
given the utmost importance. I think, training must be provided by language
educators rather than technology people, and meaningful uses of IWBs for teaching
must be given with sample activities” (T2).
“First teachers should know how to use the IWB effectively. If it is necessary they
should take training before using it” (T6).
“Teachers should definitely observe their colleagues to discover the range of activities
that can be brought into the classrooms with IWB” (T2).
“Teachers can watch their recorded videos of their lessons and evaluate their
teaching (self-reflection) in order to refine the way they use IWBs” (T3).
15. iTILT-based research
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).
Exploring how teachers use IWB for language teaching.
Cutrim Schmid, E. and Whyte, S. (2012) ‘Interactive whiteboards in state school settings:
teacher responses to socio-constructivist hegemonies.’ Language Learning and Technology,
16(2), pp. 65 – 86.
Exploring whether the introduction of new technologies has led to socio-constructivist
pedagogies.
Whyte, S., Cutrim Schmid, E., van Hazebrouck, S., & Oberhofer, M. (in press). Open
educational resources for CALL teacher education: the iTILT interactive whiteboard
project. CALL journal.
Challenges and opportunities arising during the development of OERs
17. 17
Thank you for your attention!
Ton Koenraad - (NL) TELLConsult
Serkan Çelik - (TR) Kirikkale University
Credits: Sanderin van Hazebrouck & Shona Whyte