Basic presentation of IWB affordances for language teaching and iTILT project process and resources.

1. Interactive technologies for
classroom language teaching: iTILT and the IWB
Shona Whyte, Université Nice-Sophia Antipolis
DSDEN06, November 2013

2. IWB:
write & save

3. IWB:
embed
+ move objects

4. IWB: individual
& group work

5. Training language teachers to
use technology...
resources
tools
reflection
materials
collaboration
pedagogy
learners
teachers

6. IWBs in language teaching
Rapid growth in IWB use
Limited teacher training materials and
Limited teacher training materials and
support for the design, evaluation and
support for the design, evaluation and
implementation of IWB-based
implementation of IWB-based
materials for the FL classroom
materials for the FL classroom
www.itilt.eu

7. Main pedagogical benefits
 Facilitating
the integration of new media in language classroom (Gray et
al. 2005, 2007)
 Enhancing
the scope of interactivity and learner engagement (Miller &
Glover 2009)
 Supporting
the development of “electronic literacies”
(Cutrim Schmid 2009)
 Meeting
the needs of learners with diverse learning styles (aural, visual
and kinesthetic) through the use of multiple media (Wall et al. 2004)
www.itilt.eu

8. Challenges of using the IWB
For
the teacher:
 Insecurity
and additional challenge lead to return to teachercentered whole-class teaching instead of communicative, taskbased or project-based teaching (Cutrim Schmid 2009, Gray et al.
2007, Cutrim Schmid & Whyte, 2012)
For
the students:
 Cognitive
overload
 “Spoon-feeding” with pre-designed presentation materials (Cutrim
Schmid 2008)
www.itilt.eu

9. Clear need for
Clear need for
professional training and
professional training and
pedagogical resources to
pedagogical resources to
assist teachers in
assist teachers in
exploiting IWB in the
exploiting IWB in the
foreign language
foreign language
classroom
classroom
www.itilt.eu

10. Aims of the iTILT project
Aims of the iTILT project
•inform teachers of “best practice” based on research
•bring together teachers from all sectors of education
(primary, secondary, university, vocational)
•encourage the sharing of teaching resources
•produce effective IWB training materials for language
teachers
www.itilt.eu

11. Partners
www.itilt.eu

12. Development of the project
IWB
Training
Data
Collection
Website
www.itilt.eu

13. Data Collection
class filming
•2 visits to 6 teachers in 6 partner countries
learner reflections
•group interviews with 4-5 students
teacher interviews
•video stimulated reflection
www.itilt.eu

14. Website – IWB practice reports
IWB practice report
3-4 video clips per
class film
•81 class films
•44 teachers
•267 video clips
excerpts from
transcripts of
•teacher
comments
•learner reactions
related resources
•IWB file
•screenshots of
IWB page
www.itilt.eu

15. => IWB Practice
Report

16. The iTILT manual
http://www.itilt.eu/itilt-training-handbook
introduction
to IWBs
general
tips on how to make the best use of interactive
whiteboards
criteria
for the design/evaluation/implementation and
copyright issues of IWB based material
teaching
speaking, listening, writing and reading with an IWB,
plus grammar and vocabulary
www.itilt.eu

17. Training Materials
Activity
•description of the activity and steps to be taken by teacher and
students
aim
•Aim of the activity
•Learning goals
design
•explains how the flipchart was designed
potential
•potential of the activity in comparison to former methods
www.itilt.eu

18. Criteria for IWB material design
1. Communicative tasks
2. Support language
learning goals
10. Creative Commons licence
9. Learner autonomy
3. Learning-centred
8. Space for learner
contributions
4. Efficiency
5. Instructions for teachers
7. Exploit IWB tools
6. Visual, audio and tactile
input
www.itilt.eu

19. Watch the three video clips.
What is the teacher’s objective?
What happens with the IWB?
What do you think works, and
what could be done differently?

20. Research









Cutrim Schmid, E. & Whyte, S. (2012). Interactive Whiteboards in School Settings: Teacher Responses to Socioconstructivist Hegemonies. Language Learning and Technology 16 (2), 65-86.
Cutrim Schmid, Euline (2010). Develo ping co mpetencies fo r using the interactive w hitebo ard to implement
co mmunicative language teaching in the English as a Fo reign Language classro o m. In Technology, Pedagogy and
Education, 19(2), 159-172. Routledge
Cutrim Schmid, Euline (2009). The Pedago gical Po tential o f Interactive W hitebo ards 2.0. In Thomas, M. (Ed)
The Handbo o k o f Research o n Web 2.0 and Seco nd Language Learning. IGI Global, USA
Cutrim Schmid, Euline & Stetter, Carolin (2008). Ho uses o f the future: mit dem w hitebo ard das w ill-future
üben. Der Fremdsprachliche Unterricht Englisch (Heft Web 2.0),Vol. 96. Erhard Friedrich Verlag
Cutrim Schmid, E. & van Hazebrouck, S. (2010). Using the Interactive W hitebo ard as a “Digital Hub”. Praxis
Fremdsprachenunterricht 04/10, 12-15
Gray, C, Pilkington, R, Hagger-Vaughan, L and Tomkins, SA. (2007). Integrating IC T into classro o m practice in
mo dern fo reign language teaching in England: making ro o m fo r teachers’ vo ices. European Journal of Teacher
Education, 30 (4), 407-429
Miller, D & Glover, D. (2009). Interactive Whiteboards in the web 2.0 classroom. In: Thomas, M. Handbook of
research on Second Language Leraning. IGI Global, USA.
Wall, K., Higgins, S. & Smith, H. (2005). The visual helps me understand the co mplicated things: Pupils’ view s o f
teaching and learning w ith interactive w hitebo ards. British Journal of Educational Technology 36(5), 851-867
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
www.itilt.eu

21. Low-tech solutions
laptop computer + speakers + classroom organisation
(videoprojector)
(internet)
mp3/mp4 players (or smartphones)
handheld electronic whiteboard (eInstruction : MOBI view)

22. Technology for learning &
teaching
Learning technologies for EFL
Teacher Education for
Languages with Technology

23. Technology for professional
development

24. Shona Whyte
whyte@unice.fr
efl.unice.fr
@whyshona