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PL-CALL keynote on study of IWB-mediated EFL teaching in France. Analysis of video, questionnaire, and interview data allow an exploration of a) teachers’ IWB use in terms of IWB features and teaching objectives, b) their choices with respect to the design and implementation of learning activities, c) their self-efficacy beliefs with respect to the IWB and ICT in general, and d) their orientation to professional development in language teaching with this tool. Through a mixed-methods approach combining quantitative and qualitative analyses, a number of teacher profiles emerge, revealing differential exploitation of IWB affordances in relation with differing beliefs, goals, and competences. The patterns of technology integration shown by teachers in the various school contexts investigated offer a starting point for a developmental framework to account for the evolution of teaching practices as teachers acquire techno-pedagogical competences (Guichon & Hauck, 2012). They also suggest a pressing need for more pedagogically oriented support to enable teachers to adopt interactive technologies efficiently and effectively.
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A DEVELOPMENTAL FRAMEWORK FOR TEACHER ADOPTION OF INTERACTIVE TECHNOLOGIES IN THE LANGUAGE CLASSROOM:
A COLLABORATIVE ACTION RESEARCH PROJECT IN FRENCH SCHOOLS
Shona WhyteUniversité Nice Sophia Antipolis
PL-CALL Building Bridges Between School and Academia. Warsaw, Poland, 5-6 June 2014
SECOND LANGUAGE TEACHING
RESEARCH
CALL researchother
teachers
teacher educators
researchers (SLA, SLT)
OBSERVATION REFLECTION
TRAINING
feedback
action research
INTERACTION
technologies
CONTEXT
learner
ACQUISITION
teacher
learner
bit.ly/1l3BpFF
CALL RESEARCH
what learning opportunities do we offer learners?!
how do teachers view these opportunities?!
how can we research this context and what conclusions can we draw?
recursive
CALL TEACHER EDUCATION
until learners have learned vocabulary and grammar
until teachers are ready (trained, proficient …)
until technology is in placepencil sharpening = !postponing “the good stuff”
!
1. ITILT PROJECT 2. BACKGROUND 3. IWB USE 4. TEACHER
COGNITION 5. DEVELOPMENTAL
FRAMEWORK
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
http://itilt.eu
THE INTERACTIVE WHITEBOARD (IWB): 3 components
touch-sensitive display
linked to computer !via USB cable
operate computer with pen (stylus) or finger
videoprojector
linked to computer !via VGA cable
board functions as computer screen
computer
linked to display and videoprojector !
specific IWB software !(different for each board brand e.g., SMART, Promethean, eInstruction) !
IWB EDUCATION & RESEARCH
Hennessy & London, 2013
COLLABORATIVE ACTION RESEARCH
9 French EFL teachers!
university researchers!
data-gathering, analysis/reflection, action
How can we use the IWB for communicative language teaching?
!
1. ITILT PROJECT 2. BACKGROUND 3. IWB USE 4. TEACHER
COGNITION 5. DEVELOPMENTAL
FRAMEWORK
SOME BACKGROUND
task-based language teaching!
teacher efficacy!
technology integration!
situated learning
TASK-BASED LANGUAGE TEACHING
Ellis (2003), Common European Framework!
Breen: task-as-workplan and task-in-progress!
goal, language, outcome!
task-oriented activity versus pedagogical exercise
TEACHER EFFICACY
“people’s beliefs about their capabilities to exercise control over their own level of functioning and over events that affect their lives” (Bandura, 1993)!
a teacher’s “judgement of his or her capabilities to bring about desired outcomes of student engagement and learning” (Tschannen-Moran and Woolfolk-Hoy, 2001)
TECHNOLOGY INTEGRATION
perceived usefulness versus perceived ease of use (technology acceptance model; Davis, 1989)!
=> IWB = complex tool!
IWB developmental frameworks
SITUATED LEARNING
Lave & Wenger 1991!
community of practice!
shared purpose, informal learning!
legitimate peripheral participation
!
1. ITILT PROJECT 2. BACKGROUND 3. IWB USE 4. TEACHER
COGNITION 5. DEVELOPMENTAL
FRAMEWORK
IWB TOOLS AND FEATURES
IWB USER: TEACHER OR
LEARNER?
LANGUAGE TEACHING OBJECTIVES
TASK ORIENTATION
balance between embedding and
activity clear preference!for learner use of
IWB
balanced use of IWB for skills and subskills
general preference for pedagogical exerciseslimited range of
tools and features used
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
some task-like goals and outcomes but language
focus on accuracy rather than
appropriatenessrare use for grammar
LIMITED RANGE OF BASIC FEATURES!USED TO TEACH ORAL SKILLS AND VOCABULARY!
WITH INDIVIDUAL LEARNERS AT THE IWB !WORKING ON PEDAGOGICAL EXERCISES
!
1. ITILT PROJECT 2. BACKGROUND 3. IWB USE 4. TEACHER
COGNITION 5. DEVELOPMENTAL
FRAMEWORK
RESEARCHING & SUPPORTING TEACHER DEVELOPMENT
pre- and post-project ICT and IWB efficacy questionnaires!
video feedback questionnaires and focus group discussions!
Google+ circle
AB
C
D
EF
GH
I
project !engagement
IWB efficacy !beliefs
IWB experience!& access
TEACHERS’ INVOLVEMENT IN PROJECT
C
G
I
peripheral participants:!limited development
AE
H
semi-peripheral participants:!technical development
BD
F
core participants:!pedagogical reflection
ADVANTAGES DRAWBACKS
motivationlearners were more
enthusiastic about IWB activities
learners in other groups are often distracted by those working with the IWB
efficiencyeverything is easily available when you want to repeat it
and you can keep track easily
wasting time because of technical problems (software
or IWB itself)
flexibility
the adaptability of the tool to different ages and levels; visual
support for listening comprehension
problems of software compatibility
professional development
increased likelihood of sharing among teachers
difficulties convincing colleagues to invest in new
technology
MOTIVATION There are tools that are fabulous but will the IWB really make them learn English better? I’m not so sure.!
Teacher A
I'll always have 25 hands up whenever I want someone to come to the board. They really are enthusiastic about it.!
Teacher F
It's obviously a very big defeat for the classical idea of learning by rote, learning pattern drills: “I can sit here and concentrate on this and later on that will be beneficial to me.” But you know, we have to live with the times.!
Teacher H
EFFICIENCY
This saves paper and does make it more generally interactive. It also gets them inter-correcting much more. This recently came in very handy […] they could really help each other, which would have been very laborious on paper. Saving and reusing everything is also a big advantage.!
Teacher H
You can show it once, what to do, for all of them. Because even those who are staying with me at the IWB, then they are going to the computer, eventually. So I like to show them on the IWB what to do...!
Teacher C
And it's a problem for me because it's very marvellous material but we can't use it for the moment correctly because we don't have the time!
Teacher A
FLEXIBILITY
I can prepare all I need for my teaching unit in the same file but at the same time it still leaves me a huge part of freedom. I can always change anything at the last minute or even during the lesson. I can always change my mind or adapt the activity to the students.!
Teacher F
You have to think before what you're going to do, and do it very carefully. Because when you begin, it's impossible to correct when you're doing the thing. Because it's done on the [IWB] so you are obliged to go on with what is going on. You can't correct. When you have flashcards, if you have an idea that something is wrong in your plan], you can correct it. In the [IWB] you can't!
Teacher A
PROFESSIONAL DEVELOPMENT
English is the only [subject] where I do workstations. When I use the board in French or mathematics it is collective. It’s interactive but whole class. And I am thinking for next year -because every year I change something - and perhaps in mathematics one day every week I [will] do work stations in mathematics.!
Teacher B
The problem is to find enough time to create [IWB files] and to try new ideas.!
Teacher A!
I had one kid who said to me "I'm not going to [take a literary option], because my God you have to read books!” and I think that might be a negative point of all these screens. A “screen” is also you know something you don't want to see, right, you hide behind a screen. We have to be very careful, I find, about the use of all this, this new technology, !
Teacher I
PROFESSIONAL DEVELOPMENT
We didn't say "OK this is going to help me analyse my teaching,” not at all. That came after.!
Teacher E
PROFESSIONAL DEVELOPMENT Then once I've got started, I'm going to say, "What else can I do? What's this and what's that?"
Not me. I'm only doing this. That's ALL I'm doing.!
And then you're going to want to go further.!
Of course, that's exactly what I mean.
It's intriguing. You get drawn in.!
PROFESSIONAL DEVELOPMENT
Somewhere I had access to training with someone!
Maybe later, in another school?!
Oh, it's very useful because I save things, but that's all I do. I never use any of the other functionalities.!
I could NEVER find time to go further. I know that now.!
Is that right?!
Really?!
!
1. ITILT PROJECT 2. BACKGROUND 3. IWB USE 4. TEACHER
COGNITION 5. DEVELOPMENTAL
FRAMEWORK
for classroom interaction?!
for technology integration? !
for language teaching?!
for teacher education?!
for research?
What does this mean …
WHAT DOES THIS MEAN …
teachers shouldn’t over-prepare, leave space for learners !
don’t wait to read the manual, try things out now !
focus on teaching/learning puzzles, not on tools (usefulness, not ease of use) !
watch other teachers, and talk to them, don’t wait for official training courses!
involve teachers as agents and reflective practitioners
CliNKer
Telegraph
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A DEVELOPMENTAL FRAMEWORK FOR TEACHER ADOPTION OF INTERACTIVE TECHNOLOGIES IN THE LANGUAGE CLASSROOM:
A COLLABORATIVE ACTION RESEARCH PROJECT IN FRENCH SCHOOLS
bit.ly/1l3BpFF
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