EUprojects iTILT & SmartVET presented at ISNIET 2013 conference in Ankara


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EUprojects iTILT & SmartVET presented at ISNIET 2013 conference in Ankara

  1. 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. 2. Interactive Technologies In Language Teaching: The IWB in the language classroom EU Project – LLP Programme 2011-2013
  3. 3. Training language teachers to use technology... resources tools reflection materials pedagogy collaboration learners teachers
  4. 4. Supporting Continuous Professional Development of VET teachers in the use of Interactive Whiteboards EU-Project Leonardo programme 2011-2013
  5. 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. 6. Rationale Clear need for professional training and pedagogical resources to assist teachers in exploiting IWB in the foreign language classroom (Cutrim Schmid 2009, Gray et al. 2007, Cutrim Schmid & Whyte, 2012 Limited uptake in specific subject areas and educational sectors Teacher skills key in realising added value IWB underused in Irish VET sector (Kennewell, 2006; Higgins et al., 2007; Koenraad, 2008; Thomas & Cutrim Schmid, 2010)
  7. 7. Objectives  Needs Analysis Develop - effective IWB training materials - a multi-sector CoP, to share materials & discuss ideas Inspire teachers with - “Real Life practice instances” Develop: IWB train-thetrainers programme + materials   CPD model for Irish VET sector CoP
  8. 8. Project Phases Needs Analysis IWB Data Website Training Collection Training Champions Workshops / Teacher content development CoP
  9. 9. Training Training Activities Training Materials Training Activities Training Materials
  10. 10. Data Collection
  11. 11. 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. 12. 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. 13. => Example IWB Practice Report
  14. 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. 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. 16. iTILT Exploitation Courses offered in 2013 in …. & ….? July, week 29, Spain August, week 33, Portugal More info here
  17. 17. Thank you for your attention! Ton Koenraad - (NL) TELLConsult 
 Serkan Çelik - (TR) Kirikkale University 17 Credits: Sanderin van Hazebrouck & Shona Whyte