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Paper presented at EuroCALL 2012, Gothenburg, Sweden.
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Developing criteria for the design and evaluation of interactive whiteboard based materials:
Intermediate findings from the iTILT project
Euline Cutrim Schmid, Sanderin van Hazebrouck, Margret Oberhofer – EUROCALL 2012
www.itilt.eu
Overview
www.itilt.eu
• IWBs in education• IWBs in language teaching
The Current Situation
• Aim of the project, Partners, Duration
iTILT – Interactive Technologies in Language Teaching
• IWB training, Data collection, Website
Development of the Project
• Motivation• Theoretical Framework• Methodology • Criteria
Defining Criteria for IWB Materials Design
Conclusion
The Current Situation
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IWBs in Education
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General trend towards more ICT in schools across Europe
Clear increase of IWB sales
2010 20110
10
20
30
40
50
60
70
80
90
BelgiumNether-landsUK
Future Source, 2010
IWBs in language teaching
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Rapid increase of IWBs
Limited teacher training materials and support
for the design, evaluation and
implementation of IWB-based materials for the
FL classroom
IWBs in language teaching
www.itilt.eu
• development of training models• examples of good practice
• Train language teachers to become confident users of the IWB technology and remain consistent with current models of language teaching methodology
Need
Aim
Gray et al., 2007; Cutrim Schmid, 2010
www.itilt.eu
Clear need for professional training and pedagogical resources to assist
teachers in exploiting IWB in the foreign language classroom
iTILT – Interactive Technologies in Language Teaching
www.itilt.eu
The Project
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iTILT Project
Aim Partners Duration
Aim of the iTILT project
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Helping language teachers make the most of interactive whiteboards • produce effective IWB training materials for language
teachers
• inform teachers of IWB best practice based on research
• provide a support network for teachers and schools
• bring together teachers from all sectors (primary,
secondary, vocational, tertiary) of education
• encourage the sharing of example lesson plans and
resources
• promote reflective practice with IWBs
Website
www.itilt.eu
The final website will contain:
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
Partners
www.itilt.eu
Coordinator
www.itilt.eu
Duration
www.itilt.eu
January 2011 April 2013
www.itilt.eu
Development of the project
IWB Training Data Collection Website
IWB Training
www.itilt.eu
Aimed for language teachers
• emphasis on communicative language teaching
• explanation of strategies and procedures for designing and
implementing effective IWB materials
Training Resources• Designed for teaching different languages (EN, CY, FR, ES,
TR, NL)
• various educational contexts (primary, secondary,
vocational and higher education)
• organized around the four skills, speaking, listening,
reading and writing and vocabulary and grammar teaching
The iTILT Training Manual
www.itilt.eu
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
Electronic Flipcharts
www.itilt.eu
• description of the activity and steps to be taken by teacher and students
activity
• aim of the activity• learning goalsaim
• explains how the flipchart was designed design
• potential of the activity in comparison to former methods
potential
Data Collection
www.itilt.eu
Website – Learning Objects
www.itilt.eu
Learning object
video clip and short
description
Teachers’ and students‘
comments
teaching resources (e.g.
flipchart)
Website
www.itilt.eu
LEARNING OBJECTS
• More than 200
learning objects
• 6 languages (EN, CY,
FR, ES, TR, NL)
• different
educational sectors
www.itilt.eu
www.itilt.eu
Defining the Criteria for IWB Materials Design
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Why the Focus on Criteria for IWB Materials Design?
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The lack of appropriate materials for the interactive whiteboard (IWB) from publishing houses leads to an increasing responsibility for teachers as materials designers.
Research findings have shown that the technology has mainly been used by language teachers to support stepwise knowledge building, mainly through the use of drill and practice exercises.
Lack of a design framework that focuses specifically on IWB materials for language teaching.
Why the Focus on Criteria for IWB Material Design?
www.itilt.eu
Aim of the iTILT project to support:
teacher autonomy: criteria help support reflection on others' and own current teaching materials
teacher experimentation: criteria help teachers get started making their own materials
teacher exchange and collaboration: criteria allow teachers to check whether resources they might consider submitting to the project website are likely to constitute an effective contribution
Criteria as guidelines
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for the design of digital materials that exploit the IWB technology as an effective tool for: a) facilitating the structuring and visualisation of
concepts and ideas b) assisting learners in engaging with and
understanding complex subject matter and c) enhancing classroom interaction
Theoretical Framework
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Theoretical Framework
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Interaction - essential role played by pedagogical materials in creating opportunities for enhanced interaction, collaboration and negotiation of meaning - Pica, 1994; Long, 1996; Müller-Hartmann, 2000
Desired features of tasks - Müller-Hartmann & Schocker-von Ditfurth (2011)
Task features that support language learning: Motivate learners to get involved Complexity Focus on form Problem-solving in interactive scenarios
Methodological Principles of Task-Based Learning – Doughty and Long (2003)
www.itilt.eu
1. Use tasks, not texts, as the unit of analysis2. Promote learning by doing3. Elaborate input (do not simplify, do not rely solely on “authentic” texts)4. Provide rich (not impoverished) input5. Encourage inductive (chunk) learning6. Focus on form7. Provide negative feedback8. Respect “learner syllabi” / developmental processes9. Promote cooperative / collaborative learning10. Individualize instruction (according to communicative needs and psycholinguistically)
www.itilt.eu
Criteria for CALL Task Appropriateness - Chapelle (2001)
Language-learning potential The degree of opportunity present for beneficial focus on form.
Learner fit The amount of opportunity for engagement with language under appropriate conditions given learner characteristics.
Meaning focus The extent to which learners’ attention is directed toward the meaning of the language.
Authenticity The degree of correspondence between the CALL activity and target language activities of interest to learners out of the classroom.
Positive impact The positive effects of the CALL activity on those who participate in it.
Practicality The adequacy of resources to support the use of the CALL activity.
Literature on IWBs in Education
www.itilt.eu
The IWB literature on material design has focused on the following aspects (Jewitt et al, 2007):
Multimodality: harnessing a wide range of multimodal resources in order to facilitate pupil learning (Levy, 2002; Ball, 2003; Kennewell,2004).
Pace: increasing the pace and efficiency of classroom delivery and therefore best use of teacher time (Ball, 2003; Miller, 2003; Becta, 2004; Smith et al., 2005).
Interaction: enhancing interactive whole-class teaching (Glover & Miller, 2001; Ball, 2003; Becta, 2004; DfES, 2004).
Jewitt et al., 2007
Development of the Criteria
www.itilt.eu
Development of the Criteria
www.itilt.eu
Phase 1: a set of 10 criteria were included in the training manual criteria mainly drawn from previous research on IWB use in
language education (Cutrim Schmid, 2011)
Phase 2: The initial set was further developed into 35 criteria, divided into 5 key areas.
- These criteria were based on: analysis of video clips and materials developed by iTILT data
partners and teachers’ feedback during training workshops
Phase 3: validation of the criteria in subsequent stages of the project via a survey questionnaires administered to experts in two or more rounds
(experienced practitioners and IWB researchers)
The Survey
www.itilt.eu
The criteria are divided into five key areas: methodological principles, pedagogical activities, learner engagement, tools and features, and practical considerations.
Participants decide on the importance and relevance of the criteria by awarding them a mark from 1 (not important at all) to 5 (extremely important).
At the end of each of the sections participants will also be asked if they feel any criteria have been omitted from this list, or if a criterion needs to be reformulated.
Examples of Criteria
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Criteria for the design of IWB-based Material
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Materials promote learning by doing as opposed to lecture content
Materials allow learners to demonstrate understanding and help teachers to evaluate learning
Materials create opportunities for learners to assess their own performance without teacher intervention
Methodological Principles
Criteria for the design of IWB-based Material
www.itilt.eu
Activities have a clear language learning objective; they are not only designed for enjoyment
Materials provide linguistic and/or cognitive support to help learners understand input
Materials provide linguistic and/or cognitive support to maximise learners' language production
Pedagogical Activities
Criteria for the design of IWB-based Material
www.itilt.eu
Materials include topics and activities which are likely to motivate learners
Materials allow adequate space for learner experimentation and discovery, or inductive learning
Learners' class contributions can have an impact on how the lesson unfolds
Learner Engagement
Criteria for the design of IWB-based Material
www.itilt.eu
The materials include audio, visual and/or tactile input to support teaching and learning
Pages and files are not overloaded with too much information or too many different stimuli which may overwhelm learners
IWB tools (e.g., spotlight) and features (e.g., drag and drop) are used not only to support physical interactivity with the IWB, but also cognitive interactivity with learning content
Tools and Features
Criteria for the design of IWB-based Material
www.itilt.eu
The materials represent an efficient use of teacher time in terms of preparation versus classroom use
Instructions are included which allow other teachers to quickly understand the intended learner level, objectives, and implementation of activities
The level of technological sophistication of the materials is appropriate to the technology available in class (connectivity, equipment, software)
Practical Considerations
Conclusion
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Conclusion
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Such objective is best accomplished through the examination of pedagogical practice , in close
collaboration with teachers and in this way strengthening the link between theory, research and
practice.
The development of criteria for the design and evaluation of IWB-based materials is seen as an
important element of this overall objective.
The overall aim of the iTILT project is to assist teachers in exploiting the IWB in ways that are consistent with
current models of foreign language teaching methodology.
Thank you for your attention
Do you have any questions?
www.itilt.eu
References
www.itilt.eu
Chapelle, Carol A. (2001), Computer Applications in Second Language Acquisition. Cambridge: Cambridge University Press.
Cutrim Schmid, Euline (2010). Developing competencies for using the interactive whiteboard to implement communicative language teaching in the English as a Foreign Language classroom. In Technology, Pedagogy and Education, 19(2), 159-172. Routledge
Cutrim Schmid, Euline (2009). The Pedagogical Potential of Interactive Whiteboards 2.0. In Thomas, M. (Ed) The Handbook of Research on Web 2.0 and Second Language Learning. IGI Global, USA
Doughty, C. & Long, M.H. (2003). Optimal psycholinguistic environments for distance foreign language learning. Language Learning and technology 7, 50-80
Gray, C, Pilkington, R, Hagger-Vaughan, L and Tomkins, SA. (2007). Integrating ICT into classroom practice in modern foreign language teaching in England: making room for teachers’ voices. European Journal of Teacher Education, 30 (4), 407-429
Jewitt, Carey; Moss, Gemma & Cardini, Alejandra (2007), Pace, Interactivity and Multimodality in Teachers' Design of Texts for Interactive Whiteboards in the Secondary School Classroom. In: Learning, Media and Technology 32 (3), 303-317.University of London, UK
Long, Michael (1996), The Role of the Linguistic Environment in Second Language Acquisition. In: Ritchie, William C. & Bhatia, Tej K. (eds.), Handbook of Second Language Acquisition. New York: Academic Press.
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.
Müller-Hartmann, Andreas & Schocker-von Ditfurth, Marita (2011), Teaching English: Task-Supported Language Learning. Paderborn: UTB/Schöningh.
Pica, Teresa (1994), Research on Negotiation: What Does it Reveal about Second-language Learning Conditions, Processes, and Outcomes? In: Language Learning 44 (3), 493-527.
Reinders, Hayo & White, Cynthia (2010), The Theory and Practice of Technology in Materials Development and Task Design. In: Harwood, Nigel (Ed.), English Language Teaching Materials: Theory and Practice. Cambridge: Cambridge University Press, 58-80.
Wall, K., Higgins, S. & Smith, H. (2005). The visual helps me understand the complicated things: Pupils’ views of teaching and learning with interactive whiteboards. British Journal of Educational Technology 36(5), 851-867