Des arguments qui tendent à démontrer la supériorité du TBI. Chacun aura son opinion.
Via ludovia magazine, Francois BOCQUET
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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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Rescooped by Shona Whyte from Murs numériques et interactions (TBI et TNI) onto TELT |
ludovia magazine's curator insight,
January 18, 4:03 AM
Quand on parle de faire entrer l'école, et de ce fait la classe, dans l'ère numérique, l'enseignant peut parfois être perdu dans le choix des outils qui vont servir au mieux son intérêt et celui de ses élèves. Avec l'opération ENR, les classes mobiles et les TBI ont débarqué dans les écoles de villages. Aujourd'hui il m'arrive d'entendre des critiques sur le TBI et son intérêt par rapport à un simple vidéoprojecteur. Alors le TBI est-il vraiment plus intéressant que le vidéoprojecteur ? Est-il vraiment plus cher ? Est-il plus facile d'utiliser un vidéoprojecteur ou un TBI ?
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Finding Open Media for Foreign Language Instruction
Wednesday, June 12, 3 p.m. – 4 p.m. Wednesday, June 19, 3 p.m. – 4 p.m.
A Focus on SpinTX: An Open Video Archive for Language Learning Wednesday, June 26, 3 p.m. – 4 p.m.
Shona Whyte's insight:
Three free webinars in June from COERLL at the University of Texas. Delete the scoop?
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A paper on Teacher Collaborative Inquiry: "TCI consists of a group of several teachers, who meet regularly to pursue a common professional learning goal, may or may not be involved in inter-class visitations, and within which multiple perspectives (more than in a dyadic rela- tionship) will be shared."
The study used Video-Mediated Teacher Reflection, where "video analysis [of the teachers' classroom practice] usually takes place in small groups of peer teachers, at regular intervals and over an extended period of time, such as in video “clubs” (van Es & Sherin, 2010). In these peer groups, teachers are generally guided by a facilitator who focuses on a particular approach to teaching or to the subject matter, explores solutions to typical pro- blems, or reviews how members are implementing a professional development initiative. Video serves as a platform for mutual understanding."
In the group of teachers of English Language Learners (ELL) in US high schools in focus, the authors, themselves participants in the study "found that the strongest theme was that of a renewed trust in the collaborative process, brought about both by the public sharing of what is normally private (one’s teaching) through the video viewing, as well as through using the protocols (e.g., Don’t interrupt, Avoid biographical responses, Frame questions positively and non-judgmentally) established in the coaching process. The fear of being judged–and coming up short–was overcome as teachers experienced the review of their video records to be a productive exercise for the entire group’s emerging understandings of differentiated instruction for ELLs."
Shona Whyte's insight:
This research is referred to in ELT trainer Tom Randolph's post on video reflection for teacher development http://tomtesol.com/blog/2013/03/video-reflection-for-teachers-part-1/
Another example of video-supported teacher-research collaboration is cited in the Baecher paper: Hennessey & Deaney 2009 (behind paywalls http://www.tcrecord.org/Content.asp?ContentID=15305 and http://www.tandfonline.com/doi/abs/10.1080/13540600903139621), though professional development resources are available http://t-media.educ.cam.ac.uk/
I would worry if I thought that teachers and trainers considered video extracts "an unbiased record of the lesson" (Rosaen et al. 2008) and am interested in the protocols used by Baecher et al. I wish they had included these rules in an appendix to their article (How and why to "avoid biographical responses"?)
Baecher, L., Rorimer, S., & Smith, L. (2012). Video-mediated teacher collaborative inquiry: Focus on English language learners. The High School Journal, 95(3), 49-61.
Hennessy, S., & Deaney, R. (2009). “Intermediate theory” building: Integrating multiple teacher and researcher per- spectives through in-depth video analysis of pedagogic strategies. Teachers College Record, 111(7), 1753–1795.
Hennessy, S., & Deaney, R. (2009). The impact of collaborative video analysis by practitioners and researchers upon pedagogical thinking and practice: a follow‐up study. Teachers and Teaching: theory and practice, 15(5), 617-638.
Rosaen, Cheryl L.; Lundeberg, Mary; Cooper, Marjorie; Fritzen, Anny; Terpstra, Majorie (2008). "Noticing Noticing: How Does Investigation of Video Records Change How Teachers Reflect on Their Experiences". Journal of Teacher Education 59 (4): 347–360. Delete the scoop?
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British Council workshop in Poland - one hour video. The first fifteen minutes covers ways to use flashcards, noticing exercises for early grammar, and CLIL, all embedded in activities suitable for 8 year old EFL learners.
Shona Whyte's insight:
I like the way she tells her audience of EFL teachers to join in not by pretending to be 8 year olds, but as teachers modelling for their young learners. Delete the scoop?
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IATEFL LTSIG webinar:
Mobile learning brings flexibility and portability to learning. In this presentation, educators will explore the numerous pedagogical uses of iPads in the language classroom with a focus on student production through examples of classroom activities and students' projects.
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Sunday 17 March, 15h GMT Delete the scoop?
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Watch how you can use student peer teaching in your classroom to help all students become experts on topics. Peer teaching is a strategy that celebrates student strengths and address student learning gaps.
Shona Whyte's insight:
Pre-service secondary EFL teacher's choice of a classroom video to illustrate the value of homework. In this short clip, we see how the teacher quickly corrects maths homework, then pairs students who correctly answered a question with ones who got it wrong. Once a student understands the correct solution, he or she presents it to the class from the board.
My masters' student suggests this technique could work in EFL.
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Welcome to COERLL’s brand new blog, Open Up, devoted to conversations about open education in language learning. Here educators can get informed and dream together about dynamic, community-driven open educational practices in language learning.
Shona Whyte's insight:
A welcome addition to the University of Texas at Austin's excellent OER for language learning. It is certainly the logical next step to add to language learning materials and teacher development resources, but a blog is a big investment - we wish them well :-) Delete the scoop?
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I use Chirpstory to collect hundreds of tweets relatively quickly. [I]t lets you collect tweets in pages rather than individually. Here's how I do it.
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I just started using this in the usual way and for the usual reasons - spotted someone using it (#eltchat), then saw how it would be helpful for something I'm already doing (PLNs for pre-service teachers). Luckily someone has posted this nice walk-through. Delete the scoop?
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Today I'm doing another introduction to the world of Twitter and blogs, this time for students following the DELTA at IH Newcastle. For those of you who follow my blog, you'll know that I've done a...
Shona Whyte's insight:
The what, how and why of Twitter for language teachers: getting started (link to Russell Stannard's how-to), anatomy of a tweet, useful hashtags. Delete the scoop?
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Language teaching blogroll Learning from others, sharing with others, collaborating with others: these are maxims we as teachers value and should value. Others are our community of language teachin...
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ELT blogs - read about other teachers' views, experiences and ideas on teaching English as a foreign language Delete the scoop?
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This cartoon is on a card my sister sent me a few years ago; I have kept it on my refrigerator along with the gallery of dogs past. But I’m not that dog, I’m still at the blogging, Apri...
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I'm thinking about how to encourage trainee teachers to develop personal learning networks, so this think piece by Alan Levine - interested in the educational applications of technology - looks like a useful piece of the puzzle. Delete the scoop?
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A list of glossaries put together by Larry Ferlazzo in 2009, including
A (Mostly) Complete Glossary for ESL EFL Teaching From Heads Up English ESL Glossary From Bogglesworld ESL Terminology From State University of New York — Courtland ELT Terminology, Abbreviations & Acronyms From TEFL.net Understanding Second Language Terminology From Everything ESL The British Council’s Teaching Knowledge Database Teaching Foreign Languages Glossary from Annenberg
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Most are still live - lots of good lists for training or independent professional development. Delete the scoop?
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"The teacher is no longer limited to school-owned cassettes or DVDs; rather, the world is at their fingertips. Learners can also access video from a number of devices, whether at school, at home or on the go."
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Elana Boteach Salomon and Jonathan Rickard share ideas for using video in the EFL classroom on the British Council/BBC site Teaching English. Delete the scoop?
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A web site for the developing language teacher
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Teaching tips, lesson plans resources (phonology), articles on teaching practice by language teachers for language teachers. Delete the scoop?
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"Der Newsletter Fremdsprachen des LPM wird von Jürgen Wagner herausgeben. Ziel: zeitnah informieren über
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Newsletter with resources for teaching and learning English, French and Spanish, plus continuing professional development for teachers, including recent and upcoming webinars. Delete the scoop?
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Shona Whyte's insight:
Webinar LPM Saarbrücken: Interactive technologies for classroom language teaching: iTILT and the IWB (Shona Whyte) Delete the scoop?
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"In this programme we look at a reality many teachers face: very large classes – and using group work as a technique to get everyone working actively. We hear from teachers on how they use group work and look at techniques for managing large classes. How do you feel about teaching large classes?"
Programme Summary: Large classes are a reality for many teachers around the world – especially in the state sector. If we want to develop our students’ fluency and ability to communicate in English then using group work will help. If set up carefully, it will give all the students a chance to participate and practise. The teacher’s role changes during group work. While the students work in groups the teacher moves away from the front of the class and quietly monitors. During this part of the lesson, you are giving more responsibility to your students and there are many rewards. Group work can be highly motivating for students. They participate and are active and we can Via Phil Chappell
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15 minute audio recording with 2-page teacher support worksheet - excellent training resource. (2011) Delete the scoop?
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"Many teachers want to use up-to-date technology in their teaching but often do not have the time or resources for the necessary training. This training kit presents bite-size activities for ten popular tools that even the busiest language professional can fit into their schedule. Working through training units which can be completed in around 30 minutes, teachers will get to know the uses and pedagogic benefits of online tools and learn how to integrate them into their language classes."
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Bite-sized training activities covering audio recording, podcasts, wikis for online language teaching Delete the scoop?
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Promoting language teaching through the integration of ICT tools and methodolgies into language...
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Links to resources for language teaching and for professional development Delete the scoop?
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A web Portal for the fifteen Foreign Language Resource Centers (LRCs), which provides a searchable database to all of the LRC materials, resources, and professional development opportunities.
Shona Whyte's insight:
Research, teaching and learning materials, and teacher development. Delete the scoop?
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University of Alberta language teacher trainer Olenka Bilash has shared her teacher training resources, including this "tree" with links to information and advice on language skills and theories of learning and professional development.
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Dr Bilash's university homepage http://www.secondaryed.ualberta.ca/people/academicstaff/olenkabilash.aspx Delete the scoop?
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A website that lets you write 3 pages a day (aka 750 words), saves them, keeps them private, and lets you export if you like. Via Ana Cristina Pratas
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Obvious applications for language learning, but perhaps also for teacher education if you write about what you're doing, then share what you want? Delete the scoop?
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The INTENT team will be offering training workshops on telecollaboration in Italy, France, Poland and the UK in 2013. Registration is free but participants are expected to cover all their own travel and maintenance costs.
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Learn how to run a telecollaborative project at university level. Delete the scoop?
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Summary of conversation on Twitter among #ELTchat participants on the topic of mentoring.
Shona Whyte's insight:
Much of the discussion would be relevant to non-language teaching contexts. Interesting for my work with pre-service EFL teachers at a French university. #eltchat is probably a good place for them to begin developing a PLN. Delete the scoop?
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20 résultats pour la recherche de "anglais"
Shona Whyte's insight:
Des vidéos d'activités de classe avec explications didactiques et commentaires d'experts Delete the scoop?
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Joe Dale on Edutalk: how language teachers are currently using technology in and out the classroom
Shona Whyte's insight:
Some nice soundbites in this talk. Joe Dale is interested in - putting the C (communication) in ICT. - jailbreaking the language classroom. Delete the scoop?
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Encore une infomerciale pour faire acheter le TBI, mais un commentaire intéressant sur la vidéoprojection qui place l'enseignant en "off" :
"Avec le vidéoprojecteur : Bien souvent l'enseignant se retouve assis derrière son ordinateur, afin de pouvoir le manipuler, et explique de sa place, ce qui donne l'impression d'être devant un écran de TV avec une voix "off" qui commente ce qui apparait à l'écran. L'élève doit faire un choix entre regarder l'écran ou regarder celui qui lui parle. Si l'enseignant fait l'effort de se placer à l'écran, il doit sans arrêt faire des aller-retours avec le lieu où se trouve l'ordinateur pour continuer le déroulement de sa leçon, ce qui a pour conséquence de rompre le rythme de la séance et provoque ainsi les décrochages de certains élèves."
Des examples de pratique du TBI en classe de langue : http://itilt.eu/fr