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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
Curated by Shona Whyte
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Video diaries for teacher support in the iTILT project (IWB in languages)

Presentation by Shona Whyte and Julie Alexander given 19 May 2013 at the SAES (French annual conference of university English teachers) in Dijon, France.

Shona Whyte's insight:

Other workshop presentations listed here: http://saes2013.u-bourgogne.fr/ateliers/42-atelier-24-didactique-et-acquisition-des-langues-ardaa.html

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Shona Whyte's curator insight, May 21, 2013 4:22 AM

Un des volets de recherche du projet iTILT sur l'utilisation de réseaux sociaux (Google+) pour la formation et le suivi des enseignants français.

Carmenne K. Thapliyal's curator insight, May 21, 2013 5:52 AM

Language teaching with the IWB

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Google+: A CALL resource for English Language Learners

Google+: A CALL resource for English Language Learners | TELT | Scoop.it

In his recent paper in TESL-EJ, Brian Hutchison outlines the main features of Google+ and says

 

"Google+ is a feature rich social networking service that provides students with the opportunity to interact with their teachers and classmates outside of class through both asynchronous and synchronous communications. In terms of synchronous communication, the Hangout feature can be used by groups of up to ten students to communicate via text, voice, and video in order to complete such tasks as group discussions, debates, and surveys. Videos of the Hangout sessions can be uploaded to YouTube and viewed by classmates to extend the activities or by teachers for feedback and evaluation. In terms of asynchronous communication, students can share online content they find interesting and useful (such as links to websites and videos) as well as their own personal photos and writings. Once shared, other users are then able to extend a thread or multiple threads of asynchronous communication through the comments they post.

 

Along with connecting current classmates, Google+ is capable of providing students with access to communities of language learners and educators that exist outside the traditional classroom. These virtual communities are environments that will persist long after an individual class or even an entire course finishes. Instructors can remain in contact with graduating students, students can remain in contact with their classmates, and classmates can be welcomed as new members in an expanding circle of class alumni."

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Video Diaries for Teacher Support in the iTILT Project - ATELIER 24, DIDACTIQUE ET ACQUISITION DES LANGUES (ARDAA) | Colloque SAES 2013

Video Diaries for Teacher Support in the iTILT Project - ATELIER 24, DIDACTIQUE ET ACQUISITION DES LANGUES (ARDAA) | Colloque SAES 2013 | TELT | Scoop.it

Shona Whyte and Julie Alexander

 

Interactive whiteboard (IWB) research shows variation in classroom interactivity (Beauchamp & Kennewell, 2010) and a need for sustained teacher support (Cutrim Schmid & Whyte, 2012).  iTILT (interactive Technologies in Language Teaching), a 2-year European project on the IWB for communicative language teaching, was conceived partly in response to these findings and as an opportunity for further research. The project has produced a website for language teachers featuring over 250 short video clips of IWB-supported classroom practice, supplemented by relevant teacher and learner comments, created by filming 44 teachers in 81 classes involving different languages, ages, and levels of proficiency in primary, secondary, university and vocational contexts in 7 European countries. 

 

The present study focuses on data from 9 French EFL teachers in three educational sectors who participated in a dedicated online support space set up for the duration of the project.  The data are participants' contributions to the limited stream of a Google+ circle including teachers and researchers.

 

Results show variation in contributions across the 9 teachers, and reveal a number of areas of general concern, but also allow the isolation of specific interactions which affected classroom practice, with implications for teacher education in languages with technology.

 

Beauchamp, G., & Kennewell, S. (2010). Interactivity in the classroom and its impact on learning. Computers & Education, 54(3), 759-766.


Cutrim Schmid, E., & Whyte, S. (2012). Interactive Whiteboards in State School Settings: Teacher Responses to Socio-Constructivist Hegemonies. Language Learning & Technology, 16(2), 65-86.

Shona Whyte's insight:

Our paper on iTILT teachers in France has been accepted for the SAES conference in Dijon in May 2013.

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