Learning to Use Interactive Technologies for Language Teaching: Video Diaries for Teacher Support in the iTILT Project

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Presentation by Shona Whyte and Julie Alexander given 19 May 2013 at the SAES (French annual conference of university English teachers) in Dijon, France. Analysis of online support community for 9 French EFL teachers (primary, secondary, university) during iTILT project on the IWB for communicative language teaching.

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  • 1. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition des Langues (ARDAA) Learning to Use Interactive Technologies for Language Teaching: Video Diaries for Teacher Support in the iTILT Project Shona Whyte & Julie Alexander Universit de Nice-Sophia Antipolis 1

2. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition des Langues (ARDAA)2 interactive technologies, interactive whiteboard transformative potential of technologies integration into existing teaching practice 3. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition des Langues (ARDAA) technology integration 3 ICT as silver bullet ICT expert model failures success digital normalisation via independent initiative (BYOT) IWB as Trojan horseAvvisati et al., 2013; Haldane, 2010; Lee, 2013 4. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition des Langues (ARDAA) IWB in language teaching OER development for IWB-supported language teaching wide variety of IWB use Whyte, Cutrim Schmid, van Hazebrouck, & Oberhofer, in press 4 IWB in state school settings (France, Germany) IWB use dependent on level of teacher development Cutrim Schmid & Whyte, 2012 IWB forVC in primary EFL little unplanned, independent interaction Whyte, 2011 5. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition des Langues (ARDAA)5 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 reection involving data collection and analysis with the goals of better understanding teaching and learning in their classrooms and applying this knowledge to improve teaching efcacy and student learning Cutrim Schmid & Whyte, 2012 Whyte, Cutrim Schmid, van Hazebrouck, & Oberhofer, in press 6. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition des Langues (ARDAA) self-efcacy perceptions how much can you do to exploit ICT for teaching? how much can you do to exploit the IWB for language teaching? how condent do you feel with various IWB tools and features? how much do you believe the IWB can help in language teaching? 6 among the mechanisms of agency, none is more central or pervasive than peoples beliefs about their capabilities to exercise control over their own level of functioning and over events that affect their lives (Bandura, 1993: 118) 7. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition des Langues (ARDAA) outline 7 research background project data analysis & discussion further research 8. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition des Langues (ARDAA) outline 8 research background project data analysis & discussion further research 9. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition des Langues (ARDAA)9 10. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition des Langues (ARDAA)10 project data 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 lms, 267 clips 11. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition des Langues (ARDAA) French data 11 9 EFL teachers 4 primary 2 collge 2 lyce 1 IUFM research design 12. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition des Langues (ARDAA)16 13. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition des Langues (ARDAA) French data 17 pre and post-project questionnaires website data :16 class lms, 56 video clips, 16 teacher interviews, 16 learner focus group interviews pilot data: teacher focus group questionnaires & interviews teacher contributions to online support community (Google+) 14. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition des Langues (ARDAA) French data 20 pre and post-project questionnaires website data :16 class lms, 56 video clips, 16 teacher interviews, 16 learner focus group interviews pilot data: teacher focus group questionnaires & interviews teacher contributions to online support community (Google+) 15. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition des Langues (ARDAA) outline 21 research background project data analysis & discussion further research 16. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition des Langues (ARDAA) how much can you do to exploit ICT for teaching? how much can you do to exploit the IWB for language teaching? how condent do you feel with various IWB tools and features? how much do you believe the IWB can help in language teaching? 22 easy to locate IWB resources for teaching condent using internet condent creating own teaching materials ICT/IWB self-efcacy: questionnaire data 17. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition des Langues (ARDAA) how much can you do to exploit ICT for teaching? how much can you do to exploit the IWB for language teaching? how condent do you feel with various IWB tools and features? how much do you believe the IWB can help in language teaching? 23 permanent IWB access always use IWB for FL allow learners to use IWB ICT/IWB self-efcacy: questionnaire data 18. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition des Langues (ARDAA) how much can you do to exploit ICT for teaching? how much can you do to exploit the IWB for language teaching? how condent do you feel with various IWB tools and features? how much do you believe the IWB can help in language teaching? 24 condent using pen eraser drag & drop audio images ICT/IWB self-efcacy: questionnaire data 19. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition des Langues (ARDAA) ICT/IWB self-efcacy: 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 condent do you feel with various IWB tools and features? how much do you believe the IWB can help in language teaching? 25 IWB improves participation and engagement IWB improves motivation 20. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition des Langues (ARDAA)31 Google+ private stream: French iTILT team 21. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition des Langues (ARDAA) Google+ activity 32 250+ contributions to private stream (posts, comments, with/out media, links) 94 teacher contributions content coding: teaching, learning, teacher, learner, technology, project, social 22. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition des Langues (ARDAA) Self-efcacy beliefs 34 most teachers claimed to increase their use of IWB over project, and the majority also to allow learners more access all developed or maintained a belief in the role of the IWB in learner participation, engagement and motivation most teachers also learned where to look for IWB teaching resources, and those who were less condent in creating their own teaching resources also gained condence here the three teachers who showed greatest condence with particular IWB tools at the start of the project did not change their self-perception (B, D, F) all the others gained condence with most or all of the main tools used 23. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition des Langues (ARDAA) Engagement in online support community 35 wide range of engagement and participation across 9 teachers 3 core users: engaged participants, posted own videos, commented on other posts, and on range of aspects of IWB- supported language teaching (D, F, B) 3 peripheral users: posted mainly when prompted, commented less, focused principally on technology or project (A, H, E) 3 passive users: posted only when prompted, no comments 24. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition des Langues (ARDAA) outline 37 research background project data analysis & discussion further research 25. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition des Langues (ARDAA) outline 39 research background project data analysis & discussion further research most condent and experienced IWB users at start of project contributed most effectively to G+, used IWB in most varied manner developing teachers focused energy on gaining expertise with IWB tools, less varied use of IWB and less reective engagement on G+ 26. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition des Langues (ARDAA) outline 40 research background project data analysis & discussion further research 27. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition des Langues (ARDAA)41 further research 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) 28. SAES Dijon, 19 mai 2013 Atelier 24 : Didactique et Acquisition des Langues (ARDAA)43 Alexander, J. (in preparation).The use of the IWB for EFL in French state educational settings. Mmoire de M2, Master Langues Anglais Recherche, Universit de Nice-Sophia Antipolis. Avvisati, F. et al. (2013),Review of the Italian Strategy for Digital Schools, OECD Education Working Papers, No. 90, OECD Publishing. http://dx.doi.org/10.1787/5k487ntdbr44-en Bandura A. (1993). Perceived self-efcacy in cognitive development and functioning. Educ Psychol., 28, 117 - 148. Cutrim Schmid, E. & Whyte, S. (2012). Interactive Whiteboards in School Settings:Teacher Responses to Socio-constructivist Hegemonies. Language Learning andTechnology 16 (2), 65-86. Haldane, M. (2010), "A New Interactive Whiteboard Pedagogy through Transformative Personal Development" in Thomas and Cutrim Schmid (eds.), InteractiveWhiteboards for Education:Theory, Research and Practice, IGI Global, pp. 179-186. Lee, M. (2013), "Where to After the Digital Education Revolution?", Education Technology Solutions. 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, September 2013. Whyte, S. (2011). Learning to teach with videoconferencing in primary foreign language classrooms. ReCALL 23(3): 271293.

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