itilt & smartvet: two eu projects to promote effective interactive whiteboard use in language...
DESCRIPTION
EuroCALL presentation: Koenraad, Cutrim Schmid & Whyte; Evora, Portugal, 12/09/13TRANSCRIPT
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iTILT and SMARTVET: two EU projects to promote effective interactive whiteboard use in language and vocational educationTon Koenraad, Euline Cutrim Schmid & Shona Whyte
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introduction
iTILTSmart VET
www.itilt.eu
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iTILT
The projectResearch results
www.itilt.eu
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www.itilt.eu
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Website
The final website contains:
Video clips of IWB classroom episodes
Comprehensive training manual
Training materials in 6 different languages
List of publications on IWB in language
education
Links to helpful websites
List of criteria for materials design
www.itilt.eu
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www.itilt.eu
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www.itilt.eu
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DurationDuration
www.itilt.eu
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www.itilt.eu
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IWB Training
www.itilt.eu
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The iTILT Training Manual
introduction to IWBs
general tips on how to make the best use of interactive whiteboards
criteria for the design and evaluation of IWB-based language teaching materials
tips for the implementation and copyright issues of IWB based material
examples of activities for teaching speaking, listening, writing and reading with an IWB, plus grammar and vocabulary
www.itilt.eu
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Electronic Flipcharts
www.itilt.eu
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Data Collection
www.itilt.eu
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Website – Practice Reports
www.itilt.eu
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WebsiteWebsite
www.itilt.eu
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www.itilt.eu
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www.itilt.eu
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Practice Reports
www.itilt.eu
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iTILT
Research findings
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interactive technologies, interactive whiteboard
•transformative potential of technologies
•integration into existing teaching practice
Avvisati et al., 2013; Lee, 2013
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Pre-project studies
• IWB in state school settings (France, Germany)
• IWB use dependent on level of teacher development
•Cutrim Schmid & Whyte, 2012
• IWB for VC in primary EFL
• little unplanned, independent interaction
•Whyte, 2011
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critics of the IWB have pointed out that one of its drawbacks is the fact that it can be easily assimilated into teachers’ traditional pedagogical practice, thus leading to patterns of technology use that simply replicate previous practice
changes in pedagogical practice cannot be imposed hegemonically from above, via isolated training sessions and in the absence of ongoing support in the classroom
[In a collaborative action research] framework, teachers are supported by researchers in a process of structured reflection involving data collection and analysis with the goals of better understanding teaching and learning in their classrooms and applying this knowledge to improve teaching efficacy and student learningCutrim Schmid & Whyte, 2012
Whyte, Cutrim Schmid, van Hazebrouck, & Oberhofer, in 2013
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Whyte, Cutrim Schmid, van Hazebrouck Thompson & Oberhofer (2013)
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project data
7 countries
6 languages
website with video examples of IWB-supported classroom practice with additional materials
DutchEnglishFrenchSpanishTurkishWelsh
BelgiumFranceGermanyNetherlandsSpainTurkeyUK
primarysecondaryuniversityvocational
4 sectors
44 teachers, 81 films, 267 clips
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Teacher development as IWB user Teacher development as IWB user (Beauchamp, 2004)(Beauchamp, 2004)
beginner
IWB as black/whiteboard substitute, only teacher uses IWB
only native software
apprentice
planned learner manipulation of objects (drag and drop)
some other software
initiateplanned learner use of more IWB tools
use of more programmes (internet)
advanced
spontaneous learner use of IWB features and peripherals (slates)
use of audio and video files
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ICT/IWB self-efficacy: questionnaire data
how much can you do to exploit ICT for teaching?
how much can you do to exploit the IWB for language teaching?
how confident do you feel with various IWB tools and features?
how much do you believe the IWB can help in language teaching?
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teachers showed high self-efficacy perceptions for ICT, lower confidence with IWB tools, but encouraged learners to use the IWBHillier, Beauchamp, Whyte (2013)
primary teachers used narrow range of basic tools for circumscribed goals, irrespective of IWB experience Whyte, Beauchamp, Hillier (2012)
wide variety of IWB use Whyte et al (2013)
French EFL teachers showed differential development readiness based on IWB self-efficacy and engagement Whyte & Alexander (2013)
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further research: learner interaction
overview of European language teachers’ use of IWB
interactivity and L2 interaction at IWB video communication for English as a Lingua
Franca (young learners France & Germany)
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IWB use for language interaction IWB use for language interaction (Whyte & Cutrim Schmid, in preparation)(Whyte & Cutrim Schmid, in preparation)
planning/control context task
drillpre-planned language elements
limited attempt to contextualise language
production & repetition with teacher feedback on form
display
some learner choice in language to be produced
limited attempt to contextualise language
activity largely controlled by teacher
simulationgreater space for learner choice
role-play: pretend context
space for learner choice in shaping activity
communication
spontaneous language production
genuine exchange of participants’ own reactions
learner-centred, meaning-focused activity
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Smart VET
The projectResults
www.itilt.eu
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Supporting Continuous Professional Development of VET teachers in the use of Interactive Whiteboards
EU-Project Leonardo programme 2011-2013
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Rationale
(Kennewell, 2006; Higgins et al., 2007; Koenraad, 2008; Thomas & Cutrim Schmid, 2010)
Limited uptake in specific subject areas
and educational sectors
Teacher skills key in realising added value
IWB underused in Irish VET sector
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Aims
Needs Analysis
IWB train-the-trainers programme + materials
CPD model for Irish VET sector
CoP
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Project Phases
Needs Analysis
Training Champions
Workshops / Teacher content
development
CoP
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Needs Analysis: Recommendations• Modules basic IWB functionalities + for ordering,
structuring, comparing etc.
• Design materials as modular as possible
• Demo IWB potential for a variety of disciplines
• Include IWB page navigation, assessing, adapting and designing materials
• (revision of) general pedagogical topics like ‘active learning’ and general materials design principles.
• Foster added value discussion
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Training
Training ActivitiesTraining Materials
Training ActivitiesTraining Materials
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Results at www.smartvet.eu
Training ActivitiesTraining Materials
Training ActivitiesTraining Materials
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Conclusion
IWB in language teaching and learning
www.itilt.eu
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www.itilt.eu
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.Avvisati, F., Hennessey, S., Kozma, R., & Vincent-Lancrin, S. (2013), “Review of the Italian Strategy for Digital Schools”, OECD Education Working Papers, No. 90, OECD Publishing. http://dx.doi.org/10.1787/5k487ntdbr44-enBeauchamp, G. (2004). Teacher use of the interactive whiteboard in primary schools: towards an effective transition framework. Technology, Pedagogy and Education, 13(3), 327-348.Cutrim Schmid, E. (2010). Developing competencies for using the interactive whiteboard to implement communicative language teaching in the English as a Foreign Language classroom. Technology, Pedagogy and Education, 19(2), 159–172.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.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) http://www.educationstudies.org.uk/materials/emily_hillier_besav3.pdfLee, M. (2013), "Where to After the Digital Education Revolution?", Education Technology Solutions. Educational Technology Solutions, http://educationtechnologysolutions.com.au/2013/05/13/where-to-after-the-digital-education-revolution/
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www.itilt.eu
Whyte, S. (2013). Interaction and interactivity in technology-rich second language classrooms: the iTILT project in France. WorldCALL, 11-13 July, 2013. 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, France,18 May.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. 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.Whyte, S., Cutrim Schmid, E., van Hazebrouck Thompson, S., & Oberhofer, M. (2013). Open educational resources for CALL teacher education: the iTILT interactive whiteboard project. Computer Assisted Language Learning.