WorldCALL 2013 presentation on French EFL teacher development in use of IWB.

1. Interaction and interactivity in technology-
rich second language classrooms:
the iTILT project in France
Shona Whyte
Université Nice Sophia Antipolis

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introduction
INTERACTIVY &
INTERACTION
๏ the iTILT project on interactive whiteboards
(IWBs) for communicative language teaching
๏ discussion of CALL that reaches beyond the
hype and the latest gadget to encompass
longer term priorities and goals
2

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projector
touch sensitive screen
computer

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background
IWB RESEARCH
๏ increased
motivation
๏ faster pace
๏ digital hub
4
๏ easily integrated into any
pedagogical approach (e.g.,
teacher-fronted)
๏ need for ongoing teacher
support
advantages drawbacks
Cutrim Schmid & Whyte, 2012

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5
Teacher development as IWB user
(Beauchamp, 2004)
Teacher development as IWB user
(Beauchamp, 2004)
Teacher development as IWB user
(Beauchamp, 2004)
beginner
apprentice
initiate
advanced
IWB as black/whiteboard
substitute, only teacher uses
IWB
only native software
planned learner manipulation
of objects (drag and drop)
some other software
planned learner use of more
IWB tools
use of more programmes
(internet)
spontaneous learner use of
IWB features and peripherals
(slates)
use of audio and video files
background

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http://itilt.eu

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7 countries
6 languages
website with video examples
of IWB-supported classroom
practice with additional
materials
Dutch
English
French
Spanish
Turkish
Welsh
Belgium
France
Germany
Netherlands
Spain
Turkey
UK
primary
secondary
university
vocational
4 sectors
44 teachers, 81 films, 267 clips

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Whyte, Cutrim Schmid, van HazebrouckThompson & Oberhofer (in press)

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ITILT RESEARCH
9
๏ teachers showed high self-efficacy perceptions
for ICT, lower confidence with IWB tools, but
encouraged learners to use the IWB
Hillier, Beauchamp,Whyte (2013)
๏ primary teachers used narrow range of basic
tools for circumscribed goals, irrespective of IWB
experience Whyte, Beauchamp, Hillier (2012)
๏ teachers had differing views of IWB affordances
for language teaching Whyte et al (in press)
background

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TEACHER A
๏ high ICT confidence &
IWB convictions
๏ moderate IWB confidence
๏ limited range of tools and
teaching objectives
๏ peripheral participation in
IWB community
teacher profiles
Because I worked
before, and now I'm only
with the children.
Working with them, not
thinking what I'm writing
at the moment .... able to
concentrate on the
pupils.
Because there are some
people visual and
auditive. And I think that
visual can help, because
they remember what is
written.
Video example
Apprentice, level 2

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study
ITILT FRANCE
1. how did French teachers use the IWB over
the course of the project?
2. how can teachers' IWB use be accounted
for?
3. what interactional opportunities were
provided for learners?
12
Research questions

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method
FRENCH DATA
๏ 9 EFL teachers (primary, middle,
secondary, university)
๏ 56 classroom clips
๏ 16 teacher and learner interviews
๏ teacher questionnaire data
๏ focus group and online community
contributions
13

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0
10
20
30
40
50
A B C D E F H I G
40 40
20
30 30
20
40
30
50
20 20
10 10 10 10
20
10
30
3 3
0
3
0
3
0
5
1
IWB teaching age
years
BACKGROUND DATA
primary

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0
10
20
30
40
50
A B C D E F H I G
40 40
20
30 30
20
40
30
50
20 20
10 10 10 10
20
10
30
3 3
0
3
0
3
0
5
1
IWB teaching age
years
middle
secondary
BACKGROUND DATA

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0
10
20
30
40
50
A B C D E F H I G
40 40
20
30 30
20
40
30
50
20 20
10 10 10 10
20
10
30
3 3
0
3
0
3
0
5
1
IWB teaching age
years
university
BACKGROUND DATA

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analysis
QUALITATIVE & QUANTITATIVE
ANALYSES
๏ coding of 56 class video clips
- IWB tools & features
- user: teacher vs learner
- teaching objectives
๏ analysis of ICT questionnaire +
online community participation
๏ development of IWB language
teacher profiles
17

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teacher profiles
23
TEACHER H
๏ low IWB confidence &
convictions
๏ narrow range of tools and
teaching objectives
๏ peripheral participation in
IWB community
I have been able to use the
board. I am not very creative
with it and my only useful
skills so far are flashing up
documents that I had already
prepared on Open Office
and the having the pupils
write/highlight on them to do
what we would have been
doing with photocopies.This
saves paper and does make it
more generally interactive. It
also gets them inter-
correcting much more.
Video example
Beginner, level 1

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IWB use by 9 French teachersIWB use by 9 French teachersIWB use by 9 French teachers
IWB tools and
features
IWB user: teacher
or learner?
Language teaching objectives
balance between
embedding and activity clear preference
for learner use of
IWB
balanced use of IWB for skills
and subskills
limited range of tools and
features used
clear preference
for learner use of
IWB much more speaking + listening
than reading + writing
focus on basic features:
images + sounds; pen +
drag/drop
individual learner at
IWB, not pairs or
groups
strong focus on vocabulary, also
pronunciation
focus on basic features:
images + sounds; pen +
drag/drop
individual learner at
IWB, not pairs or
groups rare use for grammar
Limited range of basic features
used to teach oral skills and vocabulary
with individual learners at the IWB
Limited range of basic features
used to teach oral skills and vocabulary
with individual learners at the IWB
Limited range of basic features
used to teach oral skills and vocabulary
with individual learners at the IWB

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Google+ private stream

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Participation in online support network
(Whyte & Alexander, 2013)
Participation in online support network
(Whyte & Alexander, 2013)
Participation in online support network
(Whyte & Alexander, 2013)
passive
peripheral
core
•few posts, none independent
•no media
•few themes
C (primary)
I (secondary)
G (teacher training)
•posts and comments
•some media
•focus on few themes
(technology, project, social)
A (primary)
E (middle)
H (secondary)
•greater initiative
•more posts + comments
•more media (video, links)
•variety of themes
B, D (primary)
F (middle)

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IWB user profiles for language teachersIWB user profiles for language teachersIWB user profiles for language teachersIWB user profiles for language teachers
Teacher H
Teacher A
Teacher F
Teacher D
IWB use ICT/IWB background
Project
participation
Beauchamp
framework
• pen tool, no IWB
software
• 100% individual learner
• writing
• limited IWB access, no
experience
• high ICT, very low IWB
self-efficacy
• no IWB convictions
peripheral beginner
• images, drag & drop
• individual learner,
whole-class
• vocabulary, listening
• good IWB access,
experience
• high ICT, lower IWB
self-efficacy
• strong IWB convictions
peripheral apprentice
• range of tools
• 100% individual learner
• speaking; range of skills
• good IWB access
• experienced user
• high ICT/IWB self-
efficacy
• strong IWB convictions
core initiate
• wide range of tools
• 88% individual learner
• vocabulary, listening
• good IWB access
• experienced user
• high ICT/IWB self-
efficacy
• strong IWB convictions innovative advanced

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TEACHER F
๏ high ICT & IWB
confidence & strong IWB
convictions
๏ range of tools and teaching
objectives
๏ core participation in IWB
community
teacher profiles
They can play it again. They can
listen again. And they can do it at
home too, because I put this at the
ENT, so they can do it at home.
Video example
Initiate, level 3
And what also strikes me is the
fact that he is quite autonomous,
he can play it again without asking
you.
Yes, and I'm not even there […]
They can be autonomous. They
can work by themselves.
F
F
R

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TEACHER D
๏ high ICT & IWB
confidence & strong IWB
convictions
๏ wide range of tools and
teaching objectives
๏ innovative participation in
IWB community
teacher profiles
Et ici qu'est-ce qu'il fallait faire?
[What did you have to do here?]
Il fallait, en fait, passer à travers pour aller
through
[In fact, you had to go through]
Voilà parce qu'il passait dans la grotte
[That's right because it was going into the cave]
Video example
Advanced, level 3
Parce que c'est sa maison la grotte
[Because the cave is its house]

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Framework for language teacher development with IWBFramework for language teacher development with IWBFramework for language teacher development with IWBFramework for language teacher development with IWB
1
2
3
IWB use teacher development classroom practice
• little experience/access
• low IWB beliefs
• low self-efficacy
• limited tool use + teaching
goals
• peripheral participation
• (negative) focus on
technology + project
• decontextualised
language practice
• IWB as whiteboard
substitute (no
software)
• more IWB experience
• higher IWB beliefs
• moderate self-efficacy
• different user patterns but
limited goals
• peripheral participation
• (negative) focus on
technology + project
• technical rather than
pedagogical interactivity
• limited interactional
opportunities
• experienced IWB user
• high self-efficacy and beliefs
• range of tools + goals
• core participant in
development programme
• interest and initiative in
range of teaching and
technology issues
• contextualised language
practice
• focus on learning
opportunities

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more interaction
DEVELOPING INTERACTIONAL
OPPORTUNITIES
๏ analysing teacher-learner
and learner-learner
interaction at the IWB
๏ using the IWB to support
live communication
35

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IWB use for language interaction
(Whyte & Cutrim Schmid, in preparation)
IWB use for language interaction
(Whyte & Cutrim Schmid, in preparation)
IWB use for language interaction
(Whyte & Cutrim Schmid, in preparation)
IWB use for language interaction
(Whyte & Cutrim Schmid, in preparation)
drill
display
simulation
communication
planning/control context task
pre-planned language
elements
limited attempt to
contextualise language
production & repetition
with teacher feedback on
form
some learner choice in
language to be produced
limited attempt to
contextualise language
activity largely controlled
by teacher
greater space for learner
choice
role-play: pretend context
space for learner choice in
shaping activity
spontaneous language
production
genuine exchange of
participants’ own
reactions
learner-centred, meaning-
focused activity
Cutrim Schmid & Whyte, 2013

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๏ live video communication
๏ young learners of English
as a lingua franca
๏ IWB for interactional
support
interactional
opportunities
Whyte & Cutrim Schmid (forthcoming)

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•Alexander, J. (2013). The IWB in EFL, the IWB for EFL: using the IWB to teach EFL in French educational settings.
(Unpublished master's thesis). Université Nice Sophia Antipolis, Nice, France.
•Beauchamp, G. (2004).Teacher use of the interactive whiteboard (IWB) in primary schools – Towards an effective
transition framework, Technology, Pedagogy and Education13 (3): 327–348.
•Cutrim Schmid, E., & Whyte, S. (2013). Interactive Whiteboards in the EFL Classroom: Findings of the European
Project iTILT. Guest lecture. Institute of English Studies, Leuphana Universität Lüneberg, Lüneberg, Germany. 18
June.
•Cutrim Schmid, E. & Whyte, S. (2012). Interactive Whiteboards in School Settings:Teacher Responses to Socio-
constructivist Hegemonies. Language Learning andTechnology 16 (2), 65-86. [PDF]
•Hillier, E., Beauchamp, G., & Whyte, S. (2013).A study of self-efficacy in the use of interactive whiteboards across
educational settings: a European perspective from the iTILT project. Educational Futures, 5 (2) [PDF]
•Whyte, S. (2011). Learning to teach with videoconferencing in primary foreign language classrooms. ReCALL 23(3):
271–293.
•Whyte, S., & Alexander, J. (2013). Learning to Use Interactive Technologies for Language Teaching:Video Diaries for
Teacher Support in the iTILT Project. Atelier didactique, SAES, Dijon, 18 May. [PDF]
•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. [PDF]
•Whyte, S., & Cutrim Schmid, E. (forthcoming). A task-based approach to video communication with the IWB: a
French-German primary EFL class exchange. In Cutrim Schmid, E., & Whyte, S. (Eds.). Interactive whiteboards and
language teacher professional development. Advances in Digital Language Learning and Teaching (Series editors:
Michael Thomas, Mark Warschauer & Mark Peterson). Continuum.
•Whyte, S., Cutrim Schmid, E., & van Hazebrouck, S. (2011). Designing IWB Resources for Language Teaching: the
iTILT Project. International Conference on ICT for Language Learning, 4th Edition. Simonelli Editore. [PDF]
•Whyte, S., Cutrim Schmid, E., van Hazebrouck, S., & Oberhofer, M. (in press). Open educational resources for
CALL teacher education: the iTILT interactive whiteboard project. Computer Assisted Language Learning.

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contact
Interaction and interactivity in technology-
rich second language classrooms:
the iTILT project in France
39
Shona Whyte
whyte@unice.fr
http://efl.unice.fr
@whyshona
http://itilt.eu