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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Self-efficacy in use of IWB: European perspectives

Shona Whyte's insight:

An iTILT publication by Hillier, Beauchamp & Whyte just appeared in the BESA journal Educational Perspectives.  The editorial notes: "Vol. 5 (2) is a themed edition of the journal, its focus being international and comparative issues in Education Studies. The first article by Emily Hillier, Gary Beauchamp and Shona Whyte involves teachers from schools across seven countries in Europe. It is a study of self-efficacy in the use of interactive whiteboards across educational settings. It offers a pan-European perspective through its report and analysis on the preliminary findings of an EU-funded project called Interactive Technologies in Language Teaching. Significantly, despite reporting initial low levels of self-efficacy with particular features and tools of the IWB, teachers across the European cohort remained positive about the potential benefit of using IWBs to increase pupil participation, engagement and motivation."

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Shona Whyte's curator insight, June 7, 2013 5:46 AM

Un article sur le niveau de confiance ressenti par rapport à l'utilisation du TBI en cours de langue chez des enseignants de 6 langues à des niveaux différents dans 7 pays européens.

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Teacher education with the IWB: iTILT conference presentation

Approaches & resources to promote teacher competencies development for effective interactive whiteboard use, Highlighting 2 EU projects: iTILT and SMARTVET. P
Shona Whyte's insight:

Overview of data collection procedures for EU project on IWB for language teaching, including references to recent and forthcoming research presentations (Cutrim Schmid & Whyte, 2012; HIllier, Beauchamp & Whyte, in press; Whyte, Cutrim Schmid, van Hazebrouck & Oberhofer, in press).

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Where To After The Digital Education Revolution?

Where To After The Digital Education Revolution? | TELT | Scoop.it
By Mal Lee. What should schools, their principals and education authorities do when they recognise the ‘Rudd monies’ are spent? What do they do if their laptop lease expires this year? What lessons...

 

Education Technology Solutions, May 2013.

Shona Whyte's insight:

Forthright and thought-provoking analysis of errors in technology implementation in Australian classrooms.  Neither the "silver bullet" approach of simply buying equipment, nor the "ICT expert" bolt-on model have brought pedagogical transformation.  What works is the normalisation of digital practices via "Bring Your Own Technology" (BYOT) among motivated individuals and institutions, with the IWB a key element of the "network plumbing" which facilitates the transition from a paper to digital work environment.

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Webinar on Interactive technologies for classroom language teaching: iTILT and the IWB

Webinar on Interactive technologies for classroom language teaching: iTILT and the IWB | TELT | Scoop.it

Summary and links from a 90 minute webinar for German language teachers organised by Jürgen Wagner of the Saarland Landesinstitut for Pedgogy and Media (http://www.lpm.uni-sb.de/typo3/index.php)

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Lavinia Ionica's comment, April 19, 2013 6:04 AM
Thank you! It was very interesting!!!
Shona Whyte's comment, April 19, 2013 8:35 AM
Glad you found it useful. We're really hoping itilt.eu will make a contribution beyond the lifetime of the project, so let us know if you find it helpful :-)
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Webinar: Interactive technologies for classroom language teaching: iTILT and the IWB | itilt.eu

Webinar: Interactive technologies for classroom language teaching: iTILT and the IWB | itilt.eu | TELT | Scoop.it

Webinar next week based on the iTILT project, for all interested language teachers.

Shona Whyte's insight:

Also check out the new forum on the iTILT website.  Come along and share your experiences, pick up tips, and connect with colleagues.

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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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13 bright ideas for the interactive whiteboard

13 bright ideas for the interactive whiteboard | TELT | Scoop.it
Whether you’ve been using an interactive whiteboard (IWB) for years, or you’ve never turned yours on, ramp up your students’ learning with these easy-to-learn (and teach!) strategies.

Via Yuly Asencion
Shona Whyte's insight:

http://itilt.eu for examples and materials of IWB use in the language classroom

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Chris Millist's curator insight, March 25, 2013 1:18 AM

Check it out!

Jon C's comment, April 24, 2013 1:57 AM
Thanks - maybe add a little more insight to your insights. Like your use of tags - works well, thanks, jon
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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.

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Getting Started with your Interactive Whiteboard : A quick guide

Getting Started with your Interactive Whiteboard : A quick guide | TELT | Scoop.it

Here's a quick guide to help you get started with your Interactive Whiteboard, whatever brand you happen to have.

Shona Whyte's insight:

Danny Nicholson of The Whiteboard Blog has these tips.  He recommends keeping it simple to start with, and argues "the best way to get to learn how to the use the software is away from the board on your own computer with a mouse and keyboard. Once you’re happy, you can then try it out on the board itself."

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Efficiency of the IWB | itilt.eu

Efficiency of the IWB | itilt.eu | TELT | Scoop.it

The iTILT-training handbook offers a set of criteria to be used when designing IWB materials for foreign language lessons.  One of the criteria focuses specifically on the efficiency of the IWB: ‘’When designing IWB-based activities teachers should measure the personal cost of integrating the IWB against its return and its efficiency. In other words, they should ask themselves whether the same activity could not be implemented more easily via other means’’ (page 14).  

 

From collecting video data and interviewing the teachers and learners for the iTILT project it became apparent that many valued the efficiency of the IWB in a variety of different ways. Below are some ways in which teachers stated that the IWB improved the efficiency of their language lessons.  Whilst the majority of following clips are examples of Welsh video clips you will be able to find the majority of these examples across the other countries on the website.   

Shona Whyte's insight:

Efficiency is certainly an argument for most teachers: show me a way to do something quickly and easily, and I'm ready to listen!

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Interactive whiteboards: done and dusted, or worth the investment?

Interactive whiteboards: done and dusted, or worth the investment? | TELT | Scoop.it

Language educators differ in their views of the value of the interactive whiteboard (IWB) for teaching and learning foreign languages.

 

In our EU-funded project iTILT (http://itilt.eu) we are supporting the use of this tool in communicative language teaching.  Our classroom illustrations (http://itilt.eu/advanced-search) show teachers how the IWB can be used in different language classrooms.  

 

We also, however, acknowledge the difficulties that can arise with the tool - see Cutrim Schmid & Whyte (http://llt.msu.edu/issues/june2012/cutrimschmidwhyte.pdf) or Whyte, Beauchamp & Hillier (http://books.google.ie/books?printsec=frontcover&id=KxdY807kumMC&redir_esc=y#v=onepage&q&f=false)for example.

 

Other educators argue that time is up for the IWB, and that this technology is already being overtaken by other technologies such as tablets and other types of interactive projection (Jeff Herb http://instructionaltechtalk.com/apple-tv-vs-interactive-whiteboards-in-the-classroom  but see also Matt Granger's reply in the comment section)

 

The Learning Technologies special interest group of IATEFL is hosting a webinar on this topic this weekend (http://ltsig.org.uk/ Pete Sharma and Gavin Dudeney) so if you have something to say or just want to hear the arguments, this event may be worth a look.

 

 

 

References

 

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

 

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). © Research-publishing.net Dublin 2012. 



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RealtimeBoard

RealtimeBoard | TELT | Scoop.it

This is an amazing collaborative whiteboard where multiple users can edit a multimedia board in real time. The site allows you to signup and sign in using a Google account and you can access and add your files and media on your Google Docs/Drive area making this a fabulous companion to schools using Google Apps for education. You can write by typing or you can write in 'freehand' so you can use your interactive whiteboard to write and archive the lesson to use or refer to later.
http://ictmagic.wikispaces.com/ICT+%26+Web+Tools


Via ICTmagic
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IMA-EDU.GR's curator insight, January 15, 2013 5:56 PM

υτό είναι ένα καταπληκτικό συνεργασίας πίνακα, όπου πολλοί χρήστες μπορούν να επεξεργαστούν μια πλακέτα πολυμέσων σε πραγματικό χρόνο. Η ιστοσελίδα σας δίνει τη δυνατότητα να εγγραφείτε και να συνδεθείτε χρησιμοποιώντας ένα λογαριασμό Google και μπορείτε να έχετε πρόσβαση και να προσθέσετε αρχεία πολυμέσων σας και στο Google Docs σας / περιοχή κίνησης καθιστώντας το μια υπέροχη συντροφιά στα σχολεία χρησιμοποιώντας το Google Apps για την εκπαίδευση. Μπορείτε να γράψετε με πληκτρολόγηση ή μπορείτε να γράψετε στο «ελεύθερο» ώστε να μπορείτε να χρησιμοποιήσετε τον διαδραστικό σας πίνακα να γράφει και να αρχειοθετήσετε το μάθημα να χρησιμοποιήσει ή να αναφερθώ αργότερα.http://ictmagic.wikispaces.com/ICT+% 26 + + Εργαλεία Web

Louise Robinson-Lay's curator insight, January 17, 2013 3:54 PM

Fantastic online collaborative board.

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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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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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How to use the IWB to ... [Library | itilt.eu]

How to use the IWB to ... [Library | itilt.eu] | TELT | Scoop.it

The iTILT project has added some articles under a rubric entitled "iTILT Partner Clip Selection" which give examples of the IWB being used in language teaching for efficiency, authenticity, interaction, and learner-centred activities.  You can access these from the library on http://itilt.eu, using the iTILT Partner Clip Selection button which is circled in the screenshot above.

Shona Whyte's insight:

We're hoping these examples will be useful for teacher education by adding a little more depth to the wide range of classroom examples in our data base.

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iTILT Training Handbook

Handbook with suggestions on how to use the IWB for the key curriculum areas in modern language education.

Via Graham Stanley
Shona Whyte's insight:

The iTILT manual provides advice on using the IWB in language teaching at all educational levels (young learners to adults and university students) and proficiencies (beginners through advanced).  There are examples of teaching activities for different language learning objectives such as speaking, listening, grammar and pronunciation, as well as criteria for materials development designed to help teachers make their own IWB files.

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Graham Stanley's curator insight, April 15, 2013 1:41 PM

One of the introductory videos to using the iTILT website

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OECD report on Italian Strategy for Digital Schools - IWB as Trojan horse

OECD report on Italian Strategy for Digital Schools - IWB as Trojan horse | TELT | Scoop.it

"The Italian Ministry of Education launched in 2007 a National Plan for Digital Schools (Piano Nazionale Scuola Digitale) to mainstream Information Communication Technology (ICT) in Italian classrooms and use technology as a catalyser of innovation in Italian education, hopefully conducing to new teaching practices, new models of school organisation, new products and tools to support quality teaching. The Italian Ministry of Education, Universities and Research asked the OECD to review its Plan from an international perspective and to suggest improvements."

 

This OECD report shows how the Italian authorities have focused on the IWB as a vector for change (Trojan horse) and recommends concentrating on innovative teachers and classes to fuel further change.

Shona Whyte's insight:

Given my interest in IWBs, this paragraph caught my eye:

"The central device of the Italian plan is the interactive whiteboard, a technology that teachers can start using without facing high entry costs and whose possible uses fit all existing modes of teaching and learning – from the more traditional to the more innovative. For this reason, the interactive whiteboard has proven very popular among teachers internationally. IWBs are consistently found, in international research, to act as a “Trojan horse” in drawing the vast majority of teachers to increase their use of ICT tools for work-related purposes (Lee, in press; Somekh, Haldane, et al., 2007): once they have an IWB in their classroom, teachers do not necessarily change their preferred mode of classroom interaction, but can be expected to increase their use of the internet and the personal computer for lesson planning (by browsing for digital resources) and for interacting with colleagues."

 

The conclusion to the report is also interesting:

"The plan uses its very modest funding to implement a convincing and ambitious vision of innovation at the margin. It rightly concentrates on schools and teachers eager to initiate change, favours tools that are not disruptive to current teaching practices, tries to create a demand that can engage other stakeholders to contribute to the plan, focuses on pedagogic uses of technology rather than merely on equipment, and addresses the importance of professional development and of expanding the availability of digital pedagogic resources. It exploits synergies with other ICT policies and has successfully involved regions in its implementation and scale up strategy."

 

 Francesco Avvisati, Sara Hennessy, Robert B. Kozma, Stéphan Vincent-Lancrin (2012)

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iTILT and the IWB: German teacher development webinar

Shona Whyte's insight:

Webinar LPM Saarbrücken: Interactive technologies for classroom language teaching: iTILT and the IWB (Shona Whyte)
G- discussion of challenges in using Interactive whiteboards (IWBs) effectively for language teaching- presentation of resources from a recent European project on IWBs in language teaching [http://itilt.eu]- analysis of materials, activities, and examples of language teaching with the IWB- mention of alternative technological solutions for those without access to an IWB
[The focus will be less on the tool than on its pedagogical applications]

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The iTILT project in France: teaching, training, and research on the IWB in language teaching

The iTILT project in France: teaching, training, and research on the IWB in language teaching | TELT | Scoop.it

A collection of links for iTILT France: conference presentations and research articles, training sessions, and reports on the project on other websites and in social media.

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iTILT : site pour le TBI dans l'enseignement des langues

Shona Whyte's insight:

Notre site est ouvert, et nous invitons vos retours http://bit.ly/13VXE7i

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Chicken and egg problem for IWB use in French high schools | itilt.eu

Chicken and egg problem for IWB use in French high schools | itilt.eu | TELT | Scoop.it

iTILT (http://itilt.eu) in article on IWB in French high schools by Sorbonne journalism student Charlotte Fichou.

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

Entretien sur l'utilisation du TBI en classe.

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IWB debate - IWB for Language Teachers

IWB debate - IWB for Language Teachers | TELT | Scoop.it

Nicky Hockly moderated an IATEFL Learning Technologies SIG webinar debate on IWBs in language teaching in January 2013, with contributions from Pete Sharma and Gavin Dudeney.

 

Debate then continued on the LT SIG list - I'm reposting here since it's relevant to our EU project iTILT on the IWB in language teaching (http://itilt.eu).

 

Join this group and follow the debate LearningTechnologiesSIG@yahoogroups.com (free membership)

 

You can also join IATEFL and the LT SIG (subscription) and hear a recording of the webinar.

Shona Whyte's insight:

The topic of IWBs seems to generate a lot of discussion between enthusiasts and detractors.

 

My own feeling after spending a couple of years training, observing and researching language teachers' development with respect to IWB use is that this tool doesn't often get a fair trial.  

 

Teachers often find themselves with cheaper boards, peripherals and software, little or no technical support, very limited, often generic training, and no time or support to develop effective uses.

 

So the IWB is underexploited, and we conclude it is neither pedagogically transformative nor cost-effective.  And so we turn to other, newer tools ...

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Welcome to itilt.eu | IWB for languages

Welcome to itilt.eu | IWB for languages | TELT | Scoop.it

Supporting communicative language teaching with the interactive whiteboard.

Shona Whyte's insight:

The iTILT website is now officially launched!  All our video examples of language teaching with the IWB can now be viewed online.

Browse from the homepage by clicking on the video thumbnails, or search by language and context (http://www.itilt.eu/advanced-search) or by IWB tool or language teaching objective (http://www.itilt.eu/quick-search).


Feedback welcome :-)

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Shona Whyte's comment, January 14, 2013 8:56 AM
Site consultable également en français : itilt.eu/fr
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iTILT podcast: EU project on interactive technologies for languages

iTILT (interactive technologies in language teaching) http://itilt.eu launches new website next Monday - classroom videos with teacher and learner commentaries, teaching and training materials, and a library of further resources for language teaching with the IWB.

Shona Whyte's insight:

Hear project teachers and researchers talk about this EU project: how we chose our classroom clips, what training the teachers have had, and how they view this professional development experience ...

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