This document summarizes research on sustainability and open practices in pre-service and in-service language teacher education. Two projects (iTILT 1 and 2) that provided technological and pedagogical support to teachers found that support improved teachers' use of interactive technologies, engagement of learners, and task-based approaches. However, teachers still struggled with fully exploiting technologies, assessment of learning objectives, and implementing recommendations. The document also describes a survey of teacher education program participants which found that while teachers supported communicative approaches, their practices did not always align and they were hesitant to openly share resources. Overall, structured teacher education projects can help transformation, but challenges remain in supporting effective technology integration and open sharing of resources.
Scientix 8th SPWatFCL Brussels 16-18 October 2015: nanotec for schoolsBrussels, Belgium
Presentation of the project "nanotec for schools"- Switzerland, held during the 8th Science Projects Workshop in the Future Classroom Lab, Brussels, 16-18 October 2015
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
Presentation by Stephan Bedke (Germany) at the Study Visit Group No: 183 (CEDEFOP) , “Educational cooperation with professional institutions to promote language skills 2014″.
Scientix 8th SPWatFCL Brussels 16-18 October 2015: nanotec for schoolsBrussels, Belgium
Presentation of the project "nanotec for schools"- Switzerland, held during the 8th Science Projects Workshop in the Future Classroom Lab, Brussels, 16-18 October 2015
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
Presentation by Stephan Bedke (Germany) at the Study Visit Group No: 183 (CEDEFOP) , “Educational cooperation with professional institutions to promote language skills 2014″.
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
Vocational education and training (VET) plays a central role in preparing young people for work, developing the skills of adults and responding to the labour-market needs of the economy. Teachers and leaders in VET can have an immediate and positive influence on learners’ skills, employability and career development. However, when compared to general academic programmes, there is limited evidence on the characteristics of teachers and institutional leaders in VET and the policies and practices of attracting and preparing them. VET teachers require a mix of pedagogical skills and occupational knowledge and experience, and need to keep these up to date to reflect changing skill needs in the labour market and evolving teaching and learning environments. This report fills the knowledge gap on teachers and leaders in VET, and produces new insights into what strategies and policies can help develop and maintain a well-prepared workforce. It zooms in on VET teacher shortages; strategies for attracting and retaining teachers; initial training and professional development opportunities for teachers; the use of innovative technologies and pedagogical strategies; and the important role of institutional leaders and strategies for better preparing and supporting them
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.
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).
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.
Future (Im)Perfect: Language Teachers‘ Professional Development And ICTDr Martina Emke
Future (Im)Perfect: Language Teachers‘ Professional Development And ICT
Information and Communication Technologies (ICT) can connect with language teaching to make language learning more open, more enjoyable, and – some claim – more effective. Yet language teachers interested in integrating ICT (more) into their teaching activities face many challenges, which could be met with the help of adequate and flexible professional development. Drawing on recent research carried out by the AILA Research Network TPLang21 and by the speaker, this talk will provide an insightful picture of global language teachers‘ professional development activities. The final part of this talk addresses the ways in which the ICT-REV project at the European Centre of Modern Languages has sought to support language teachers in their individual and networked ICT-related professional development.
Flexible Delivery of English & Mathematics with OpenLearn: Impact of Bringing...Robert Farrow
Paper presented at Open Education Global 2019. Until 2012 there was a nascent OER movement developing the UK, supported by government funding and agencies like JISC. This led to a network of OER projects at many higher education providers. With the withdrawal of funding under subsequent governments the OER movement in the UK became restricted to individual efforts alongside hubs of activity (OER World Map, 2019; JISC, 2013). While there is still little governmental support for OER - open access is generally a more consistent focus - there is an increasing interest at policy level in flexible and digital forms of delivery (Orr et al., 2018).
This presentation reports on two projects. Bringing Learning to Life is funded by the UK Department for Education under the Flexible Learning Fund. Flexible Essential Skills is funded by The Higher Education Funding Council for Wales (HEFCW). Both projects involve making foundational English and Mathematics courses available to a wide range of learners through the OpenLearn repository and LMS (Law & Perryman, 2017). The content is made available as OER for use by a range of learners, including formal students in further education colleges (face-to-face, blended) and non-formal learning scenarios. Both projects are led by The Open University (UK) who provide programme management, content development, platform delivery and evaluation.
Evaluation methodologies are being harmonised in the interests of establishing a basis for comparison between the two datasets. Evaluation results based on original data will be presented. These will include a detailed description of the learners targeted and their needs; perceptions of the key challenges faced; attitudes towards technology and digital skills in adult learners; an exploration of learner motivation, strategy and outcomes; and an examination of the perceptions and views of staff. The impact evaluations combine survey and interview data with OpenLearn analytics and case studies for individual colleges.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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!
1. WHERE ARE THEY NOW? SUSTAINABILITY AND
OPEN PRACTICES IN PRE- AND IN-SERVICE
CALL TEACHER EDUCATION
SHONA WHYTE
EuroCALL 2018 Jyväskylä, Finland wp.me/p28EmH-19B 24/08/18
2. EuroCALL 2018 Jyväskylä, Finland wp.me/p28EmH-19B 24/08/18
TEACHER EDUCATION & PROFESSIONAL DEVELOPMENT
▸ future-proof CALL: sustainability and open practices
▸ limited uptake of new pedagogical practices in technology-
mediated practice (CALL) and open education resources (OER)
▸ “sustainability may depend on whether teachers perceive and
practice agency in all the processes involved”
(Reinhardt 2016)
▸ investigate impact of teacher education among teachers “in the
wild” (Little & Thorne 2017)
3. EuroCALL 2018 Jyväskylä, Finland wp.me/p28EmH-19B 24/08/18
What kinds of practices and resources do language
teachers typically use?
What factors seem to influence teacher adoption of
specific practices?
What challenges and opportunities do these
language teachers identify?
4. EuroCALL 2018 Jyväskylä, Finland wp.me/p28EmH-19B 24/08/18
PROJECTS AND PROGRAMMES
in-service
(continuing professional
development)
pre-service
(initial teacher education)
ITILT
IWB PROJECT
ITILT 2
MOBILE TECHNOLOGIES
MASTERS IN TEACHING LANGUAGES (ENGLISH)
UNIVERSITY OF NICE
WORKSHOPS
WEBINARS
6. EuroCALL 2018 Jyväskylä, Finland wp.me/p28EmH-19B 24/08/18
select video
examples and create
searchable repository
visit classes and
provide techno-
pedagogical support
iTILT
http://itilt.eu
2011-13
IWB
collect data:
‣ video recordings,
‣ learner interviews,
‣ video-stimulated
recall with teachers
design and
implement teacher
education modules
‣ 267 video clips
‣ 44 teachers
‣ 81 lessons
‣ 7 languages
‣ 4 educational levels
searchable repository
7. EuroCALL 2018 Jyväskylä, Finland wp.me/p28EmH-19B 24/08/18
ANALYSING VIDEO CLIPS OF CALL PRACTICE
▸ Purpose: repository search, teacher education research
▸ Question: Does the use of interactive classroom technology
support
1. greater technological interactivity (exploitation of new digital
affordances)?
2. more active interactional engagement (more communicative
activities)?
3. more task-oriented teaching (meaning focus, free language
use, outcome)?
8. EuroCALL 2018 Jyväskylä, Finland wp.me/p28EmH-19B 24/08/18
DIMENSIONS CATEGORIES
1 Technological interactivity and
language teaching objectives
Whyte, Beauchamp & Alexander 2014;
Whyte, Cutrim Schmid, van Hazebrouck-
Thompson & Oberhofer 2014
• Teacher and learner roles
• Digital affordances
• Language teaching
objectives
2 Interactional engagement: teacher
versus learner-centred activities
Whyte, Cutrim Schmid & Beauchamp
2014
• Drill
• Display
• Simulation
• Communication
3 Task orientation (TBLT)
Whyte & Alexander 2014; Whyte 2015
• Focus on meaning
• Vocabulary and grammar
not pre-taught
• non-linguistic task outcome
(not language exercise)
10. EuroCALL 2018 Jyväskylä, Finland wp.me/p28EmH-19B 24/08/18
1 TECHNOLOGICAL INTERACTIVITY & TEACHING OBJECTIVES
• Teacher and
learner roles
• Digital
affordances
• Language
teaching
objectives
44 teachers, 267 video clips
• mostly individual learners at IWB,
and teacher-fronted activities
• low-level interaction with IWB
drag/drop or hide/reveal
• balance between 4 skills
(listening, speaking, reading,
writing) and subskills or cultural
objectives
11. EuroCALL 2018 Jyväskylä, Finland wp.me/p28EmH-19B 24/08/18
2 INTERACTIONAL ENGAGEMENT
drill
display
simulation
communication
12. EuroCALL 2018 Jyväskylä, Finland wp.me/p28EmH-19B 24/08/18
2 INTERACTIONAL ENGAGEMENT
• Drill
• Display
• Simulation
• Communication
11 French and German EFL
teachers at primary and secondary
level, 54 video clips
• 3 times more drill and display
than simulation and
communication
• primary 73% drill, lower
secondary 60% display, upper
secondary 37% display and
26% communication
13. EuroCALL 2018 Jyväskylä, Finland wp.me/p28EmH-19B 24/08/18
3 TASK ORIENTATION (TBLT)
• focus on meaning
• vocabulary and
grammar not pre-
taught
• non-linguistic task
outcome (not
language exercise)
9 French EFL teachers at primary,
secondary, and university level,
56 video clips
• only 7/56 activities from 3/9
teachers met all TBLT criteria
• most task-oriented: primary
teachers/educator
• least task-oriented: lower
secondary teachers
14. EuroCALL 2018 Jyväskylä, Finland wp.me/p28EmH-19B 24/08/18
a somewhat conservative or cautious approach to IWB use for
language teaching, with teachers focusing on a limited repertoire
of basic functions such as dragging and dropping images to fulfill
relatively circumscribed language learning objectives (vocabulary,
pronunciation, receptive skills), often with a teaching method
involving an individual learner working at the IWB before the class
Whyte, Beauchamp, & Hillier 2012
15. EuroCALL 2018 Jyväskylä, Finland wp.me/p28EmH-19B 24/08/18
ITILT I CONCLUSIONS
IWB-mediated teaching
technological interactivity
(exploitation of new digital
affordances)
active interactional
engagement (more
communicative activities)
task-oriented teaching (meaning
focus, free language use,
outcome)
x
x
x
NEW STUDY TO
•update technologies
•improve impact of
techno-pedagogical
support
compare with
previous dataset on
same three
dimensions
16. EuroCALL 2018 Jyväskylä, Finland wp.me/p28EmH-19B 24/08/18
iTILT
http://itilt.eu
2011-13
IWB
iTILT 2
http://www.itilt2.eu
2014-17
mobile,
videoconferencing
select video
examples and create
searchable repository
collect data:
‣ video recordings,
‣ learner interviews,
‣ video-stimulated
recall with teachers
‣ 267 video clips
‣ 81 lessons
‣ 44 teachers
‣ 7 languages
‣ 4 educational levels
pedagogical support
in design and
implementation of
class activities
‣ 76 video clips
‣ 31 tasks
‣ 22 teachers
‣ 4 languages
‣ 3 educational levels
task-based teacher
education module
17. EuroCALL 2018 Jyväskylä, Finland wp.me/p28EmH-19B 24/08/18
1 TECHNOLOGICAL INTERACTIVITY & OBJECTIVES
ITILT 1
44 teachers, 267 clips
ITILT 2
22 teachers, 76 clips
• Teacher and
learner roles
• Digital
affordances
• Language
teaching
objectives
• teacher-fronted
activities
• low-level interaction
• 4 skills and subskills
• 86% groups of learners,
only 16% teacher alone
• more active
affordances (76%)
versus input (43%)
• listening & speaking
(71-83%), less grammar
(21%)
18. EuroCALL 2018 Jyväskylä, Finland wp.me/p28EmH-19B 24/08/18
2 INTERACTIONAL ENGAGEMENT
ITILT 1
11 teachers, 54 clips
ITILT 2
22 teachers, 76 clips
• Drill
• Display
• Simulation
• Communi-
cation
• predominance of
drill and display
• more
communication at
secondary level
• more active
engagement at all levels
• less drilling than ITILT 1
(though more primary
classes)
• active engagement
increases with
educational level
20. EuroCALL 2018 Jyväskylä, Finland wp.me/p28EmH-19B 24/08/18
3 TASK ORIENTATION (TBLT)
ITILT 1
9 teachers, 56 clips
ITILT 2
22 teachers, 76 clips
• focus on
meaning
• vocabulary and
grammar NOT
pre-taught
• non-linguistic
task outcome
(not language
exercise)
• few activities/teachers
met all TBLT criteria
• most task-oriented:
primary teachers/
educator
• least task-oriented:
lower secondary
teachers
• median score 2
(max = 3, min = 0)
• variability
• L2
• country
• educational level
• technology
21. EuroCALL 2018 Jyväskylä, Finland wp.me/p28EmH-19B 24/08/18
What kinds of practices and resources do language
teachers typically use?
What factors seem to influence teacher adoption of
specific practices?
What challenges and opportunities do these
language teachers identify?
22. EuroCALL 2018 Jyväskylä, Finland wp.me/p28EmH-19B 24/08/18
ITILT 2 ADVANCES
PEDAGOGY REPOSITORY
more effective exploitation of
digital affordances
more coherent and informative video
examples of classroom practice
more active engagement of
learners
adaptation of coding to new corpus
(different technologies, teaching method)
greater adoption of TBLT
approach
advantage of mobile technology
and pedagogical support
website designed for browsing
instead of searching
23. EuroCALL 2018 Jyväskylä, Finland wp.me/p28EmH-19B 24/08/18
ITILT 2 ISSUES
PEDAGOGY REPOSITORY
gratuitous pedagogical
contextualisation; artificial tasks
coding difficulties (outcomes,
objectives) due to missing information
or number of activities per clip
difficulties regarding task outcome
and pre-teaching expressions
inclusion of examples without
technology (task preparation) and in
L1 (tech demo)
gratuitous use or overuse of
technology to replicate traditional
activities
relevance to young learners of
display vs simulation vs
communication
limits of teacher uptake of
pedagogical and technological
recommendations
limits of quantitative and qualitative
analytical frameworks
24. EuroCALL 2018 Jyväskylä, Finland wp.me/p28EmH-19B 24/08/18
What kinds of practices and resources do language
teachers typically use?
What factors seem to influence teacher adoption of
specific practices?
What challenges and opportunities do these
language teachers identify?
25. EuroCALL 2018 Jyväskylä, Finland wp.me/p28EmH-19B 24/08/18
PROJECTS AND PROGRAMMES
in-service
(continuing professional
development)
pre-service
(initial teacher education)
ITILT
IWB PROJECT
ITILT 2
MOBILE TECHNOLOGIES
MASTERS IN TEACHING LANGUAGES (ENGLISH)
UNIVERSITY OF NICE
WORKSHOPS
WEBINARS
26. EuroCALL 2018 Jyväskylä, Finland wp.me/p28EmH-19B 24/08/18
PRE-SERVICE AND IN-SERVICE TEACHER EDUCATION
MASTERS IN TEACHING
ENGLISH (MASTER MEEF)
▸ 1st year: disciplinary courses
(English studies - language and
culture), classroom observation;
national teaching entrance exams
▸ 2nd year: teaching placements
with tutors, teacher education
courses; thesis
▸ classroom research
WORKSHOPS &
WEBINARS
‣ language teaching with
technologies
‣ open educational
practices: research Whyte
(2014, 2016)
‣ participant questionnaire
27. EuroCALL 2018 Jyväskylä, Finland wp.me/p28EmH-19B 24/08/18
WHERE ARE THEY NOW? LANGUAGE TEACHER EDUCATION SURVEY
▸ 20 minute online
questionnaire (Google forms)
▸ project and programme
participants
▸ developed from pre-course
surveys
▸ technology and pedagogy
▸ teaching activities & lesson
plans
1. TEACHING BACKGROUND (12)
2. TEACHING PHILOSOPHY (5)
3. OPPORTUNITIES IN LANGUAGE
TEACHING (7)
4. DIFFICULTIES IN LANGUAGE
TEACHING (3)
5. PARTICIPANT DETAILS (5)
28. EuroCALL 2018 Jyväskylä, Finland wp.me/p28EmH-19B 24/08/18
MAIN PATTERNS IN RESPONSES TO DATE (N=23)
▸ French lower secondary EFL teachers, Masters degree, 26-30, 3-5 years
experience
▸ independent digital users (Europass)
▸ CLT and TBLT approaches yet fairly conservative views of language learning,
some disagreement regarding language teaching (Lightbown & Spada items)
▸ equipped with single computer, internet, projector; use VLC and Google
apps, online resources (YouTube, audio, Quizlet, dictionaries/grammar
reference)
▸ find materials online, but don’t share and only interact with known colleagues
▸ keen to motivate learners and provide individualised feedback
▸ discouraged by technical problems with technology and peer judgement in
open practice
29. EuroCALL 2018 Jyväskylä, Finland wp.me/p28EmH-19B 24/08/18
SOME CONTRADICTIONS …
▸ 74% claim to use CLT or
TBLT methods
▸ 48% believe errors should be
corrected immediately to
avoid the formation of bad
habits
▸ 78% aim to teach simple
before complex grammar rules
▸ materials indicate grammar
syllabus (vocabulary and
reading comprehension
exercises)
30. EuroCALL 2018 Jyväskylä, Finland wp.me/p28EmH-19B 24/08/18
CONCLUSIONS & NEXT STEPS
▸ CALL teacher education can support pedagogical transformation
(TBLT) through open practices, particularly in structured funded
projects
▸ challenges include
▸ understanding and implementing effective pedagogical and
technological choices (gratuitous interactivity, artificial pretexts
for tasks, preference for traditional pedagogical exercises)
▸ reluctance to share resources beyond local communities of
practice
▸ analysis of questionnaire data to compare project, workshop and
semester course participants
▸ new focus on university teaching: EU project SHOUT4HE
SHaring Open practices Using Technology for Higher Education
31. EuroCALL 2018 Jyväskylä, Finland wp.me/p28EmH-19B 24/08/18
WHERE ARE THEY NOW?
SUSTAINABILITY AND OPEN
PRACTICES IN PRE- AND IN-
SERVICE CALL TEACHER EDUCATION
Shona Whyte
@whyshona
shonawhyte.wordpress.com
wp.me/p28EmH-19B