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.

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

4. Supporting Continuous Professional
Development of VET teachers in the use of
Interactive Whiteboards
EU-Project Leonardo programme 2011-2013

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

7. Objectives
 Develop:
Needs
Analysis
IWB train-the-
trainers
programme +
materials
 CPD model for
Irish VET
sector
 CoP
Develop
- effective IWB training materials
- a multi-sector CoP, to share
materials & discuss ideas
Inspire teachers with
- “Real Life practice instances”

8. Project
Phases
IWB
Training
Data
Collection
Website
Needs Analysis
Training
Champions
Workshops /
Teacher content
development
CoP

9. Training
Training Activities
Training Materials
Training Activities
Training Materials

10. Data
Collection

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

13. => Example
IWB Practice
Report

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

16. iTILT
Exploitation
July, week 29, Spain August, week 33, Portugal
Courses offered in 2013 in …. & ….?
More info here

17. 17
Thank you for your attention!
Ton Koenraad - (NL) TELLConsult
Serkan Çelik - (TR) Kirikkale University
Credits: Sanderin van Hazebrouck & Shona Whyte