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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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iTILT 2 multiplier: interactive teaching with technology

iTILT 2 multiplier: interactive teaching with technology | TELT | Scoop.it

Teacher workshop in Nice organised via iTILT (interactive teaching in languages with technologies).

 

Summaries of talks and workshops, links to slides and handouts, references.

Shona Whyte's insight:

Talks, references, links to slides

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iPad courses on iTunesU

iPad courses on iTunesU | TELT | Scoop.it

By utilising iPad in a 1:1 environment or even 1:some then you are able to break free from the classroom and the traditional ways of disseminating content. By creating courses that contain learning materials, tasks, assignments, reference points and now with iTunes U 2.0 the discussions, you can now take the classroom wherever you need. Beyond the classroom and even further if using 1:1 or BYOD, students take the learning home with them and can continue learning in their own time, totally blurring the lines between school and home (which are becoming more and more different as schools fail to embrace the world around them and the tools students have in their own homes.)

Shona Whyte's insight:

Looks like a sensible approach to working with iPads

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TEFL with the Interactive Whiteboard: Euline Cutrim Schmid, 2013

TEFL with the Interactive Whiteboard: Euline Cutrim Schmid, 2013 | TELT | Scoop.it

90 minute lecture with quiz and answers.  Euline Cutrim Schmid on IWB-mediated language teaching, with findings from the iTILT project and follow-up work on videoconferencing with young learners via the IWB.

Shona Whyte's insight:

Links to IWB resources for language teachers and teacher educators, and new research findings on IWB-mediated language teaching from pedagogical and technological perspectives.

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Telecollaboration and interactive technologies for language teachers: summer courses, Spain

Telecollaboration and interactive technologies for language teachers: summer courses, Spain | TELT | Scoop.it

Course 1:
Using Interactive Whiteboards in Vocational Education. 

Course 2:
Preparing to be a trainer/coach to promote the effective use of Interactive Whiteboards in Vocational Education

Course 3:
Modern Language Methodologies & Technologies to promote Intercultural Communication and Telecollaboration in Education

Course 4: 
Using Interactive Whiteboards in Language Education

Shona Whyte's insight:

Teacher education courses for languages with technology - Valencia, July.  Visit http://www.koenraad.info/ for details of EU funding for interested teachers.

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8 Ways To Unlock The Power Of Your Interactive Whiteboard - Edudemic

8 Ways To Unlock The Power Of Your Interactive Whiteboard - Edudemic | TELT | Scoop.it
Interactive whiteboards are a great classroom tool. Many teachers use them to project and capture images - basically as a high tech, connected chalkboard.
Shona Whyte's insight:

All good sense and relevant to language teaching with the IWB.  I'd only quibble with #7: if you want the students to work collaboratively, don't turn it on.  Students can work collaboratively at the IWB, without teacher supervision, and while other learners are involved in different activities.

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Clement Boye's curator insight, December 9, 2013 3:39 AM

J'ai essayé ce gentre d'outil c'est vraiment top

Shona Whyte's comment, December 9, 2013 4:23 AM
D'accord avec vous sur l'intérêt du TBI :-) Nous avons des ressources de formation à l'enseignement des langues avec le TBI ici : http://www.itilt.eu/fr
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Vidéo et visio en apprentissage des langues médiatisé par les technologies (ALMT)

Vidéo et visio en apprentissage des langues médiatisé par les technologies (ALMT) | TELT | Scoop.it

 Des outils de médiatisation de l’activité au service  de la collaboration et de la formation.

 

Communication à la Journée d’études ICAR 2, Université de Lyon et Université d'Ottawa

08/11/13

Shona Whyte's insight:

Trois études de l'utilisation du TBI dans l'enseignement-apprentissage des langues : la visio en groupe classe à l'école primaire, projet didactique sur l'exploitation de l'outil  (6 langues, 7 pays, niveaux variés : http://itilt.eu), la tâche communicative en visio au TBI.  Résultats et retombées pour la formation des enseignants.

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Activités TBI pour la classe de FLE : Quelques exemples

Activités TBI pour la classe de FLE : Quelques exemples | TELT | Scoop.it
Les exemples d’activités TBI (tableau blanc interactif) en classe de FLE que je propose ci-dessous s’adressent à des enseignants qui, comme moi, ne sont pas experts en matière de TBI. Précisons tout d’abord que je n’ai pas de manuel scolaire nu...
Shona Whyte's insight:

Petite présentation du TBI pour débutants, suivie d'exemples d'activités, liens, et fichiers ressources (PDF, Notebook).

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Conclusions on iTILT: Podcast on IWB for language teaching with young learners

Conclusions on iTILT: Podcast on IWB for language teaching with young learners | TELT | Scoop.it

Two years ago, at the start of the project, I said I wanted iTILT to help teachers to use the IWB judiciously - not everywhere, but in a number of situations.  I hoped teachers could integrate the IWB into their working environment and see it as one more tool to support classroom pratice.

 

I also hoped the project would allow us to explore other, non-teacher fronted ways of using IWB, so it is not just a glorified presentation tool.  My experience of the IWB showed me that it does open up the computer screen to classroom, allowing learners to participate.

 

For example, when you're at the board and having trouble with a specific tool, these little errors are great contexts for learning, because these very practical problems can be resolved in target language.  Everyone sees and everyone can participate.  In this way you get "two for one" - working on your exercise, but more language work as a bonus.

 

I argued that the IWB can dramatically improve learner opportunities for to use the language in the classroom in a meaningful way.

Shona Whyte's insight:

Looking back now, I stand by what I saw then as the main affordances of the IWB and my goals for the project.  Used well the IWB can transform teaching and learning opportunities in FL classrooms.

 

What strikes me now is how the project moved beyond the tool itself to take on range of other - mainly pedagogical - issues.  What kind of interaction do we see around the board?  What makes an activity communicative?  How can materials and teachers support FL interaction? 

 

And of course, how can we now exploit the iTILT website (http://itilt.eu): the training manual, the teaching resources, and our over 250 video examples of classroom language teaching with the IWB?

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Interaction in the target language at the IWB | itilt.eu

Interaction in the target language at the IWB | itilt.eu | TELT | Scoop.it

When we discuss the use of interactive whiteboards in education, we often assume that the mere use of interactive technologies will ensure that classroom teaching and learning will also become somehow "interactive." This might mean physical activity on the part of learners - as in Dewey and Bruner's learning by doing, or Asher's Total Physical Response - but in the second language classroom, we more naturally think of interaction in the target language.  So we might expect that using an interactive whiteboard should promote interaction in terms of communication between the teacher and learners, and among learners.

 

Communicative language teaching (CLT), involving meaningful use of language, and task-based language teaching (TBLT) are, of course, the main current approaches to second language teaching and learning, and so it is helpful to see examples of classroom activities where the IWB is used to support spontaneous, unplanned communication in authentic contexts.  However, this type of communication is not always possible or indeed desirable at all stages of proficiency and in all phases of a lesson or longer teaching unit.  In the following examples, we can see the IWB being used to support different types of language interaction, from the practice of decontextualised language elements in order to focus on pronunciation or grammar, through more open-ended activities, to genuine communication in the target language.

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Shona Whyte's curator insight, April 12, 2013 6:11 AM

Pistes pour l'exploitation du site iTILT en formation.