DESIGNING IWB RESOURCES FOR LANGUAGE TEACHING: THE iTILT PROJECT www.itilt.eu

IWBs in language teaching IWB in FL teaching Project overview Project phases Materials development Conclusion IWBs in language teaching Limited training materials and support Rapid growth in IWB use Limited training materials and support for the design, evaluation and implementation of IWB-based materials for the FL classroom www.itilt.eu

Materials development IWB in FL teaching Project overview Project phases Materials development Conclusion development of training models examples of good practice Language teachers confident using IWB technology Remain consistent with current models of language teaching methodology Need Research has shown that there is a strong need for the development of training models and examples of good practice, which can support teachers in developing the necessary competencies for exploiting the IWB pedagogically in ways that are consistent with current models of language teaching methodology (Gray et al., 2007; Cutrim Schmid, 2010 Aim www.itilt.eu

Materials development IWB in FL teaching Project overview Project phases Materials development Conclusion Benefits Facilitating the integration of new media in language classroom Enhancing the scope of interactivity and learner engagement Supporting the development of “digital literacies” (digital literacy is the ability to locate, organize, understand, evaluate, and analyze information using digitsl technology Meeting the needs of learners with diverse learning styles (aural, visual and kinesthetic) through the use of multiple media www.itilt.eu

Materials development IWB in FL teaching Project overview Project phases Materials development Conclusion Challenges for the teacher Insecurity and additional challenge lead to return to teacher-centered whole-class teaching instead of communicative, task-based or project-based teaching www.itilt.eu

For the students: Cognitive overload “Spoon-feeding” with pre-designed presentation materials

Materials development IWB in FL teaching Project overview Project phases Materials development Conclusion The Project www.itilt.eu

Aim of the iTILT project produce effective IWB training materials for language teachers inform teachers of IWB good practice based on research provide a support network for teachers and schools bring together teachers from all sectors (primary, secondary, tertiary, vocational) of education encourage the sharing of example lesson plans promote reflective practice with IWBs www.itilt.eu

1. IWB training

IWB training criteria Four skills Training materials vocabulary handbook Training Materials various educational contexts (primary, secondary, vocational and higher education) organised around the four skills plus vocabulary and grammar teaching grammar criteria Different contexts

IWB Training communicative reflection strategies & procedures IWB in FL teaching Project overview Project phases Materials development Conclusion IWB Training communicative reflection strategies & procedures Aimed at language teachers emphasis on communicative language teaching explanation of strategies and procedures for designing effective IWB materials opportunity to reflect on their own practice www.itilt.eu

Are the activities communicative? IWB in FL teaching Project overview Project phases Materials development Conclusion Are the activities communicative? Can other teachers easily use the files? Are the goals clear? Is there enough audio-visual input? Criteria for the design and evaluation of IWB based material Will the learners learn? Are the IWB tools used well? 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 Will the preparation time be worthwhile? Is there space for learners’ contributions? www.itilt.eu

Criteria for the design and evaluation of IWB based material Communicative tasks Visual, audio and tactile input Support language learning goals Exploit IWB tools Learning-centred Space for learner contributions Efficiency Learner autonomy Instructions for teachers Creative Commons licence www.itilt.eu

Data Collection Class filming Learner reflections Teacher interviews 2 visits to 6 teachers in 6 partner countries Learner reflections Group interviews with students Teacher interviews Video stimulated reflection www.itilt.eu

Student interview Teacher interview

“You don’t lose so much time and can concentrate better” “It makes the teacher more a part of the class and contribute with the students”

It’s obvious what they have to do. They’re enjoying it It’s obvious what they have to do... They’re enjoying it... They’re engaged and looking very closely at the language

Website: Learning Objects IWB in FL teaching Project overview Project phases Materials development Conclusion Website: Learning Objects Learning object 3-4 video clips audio or video excerpt of teacher or learner reactions Teaching resources (e.g. lesson plan) www.itilt.eu

http://itilt.eu Resources 108 – 144 learning objects 5 languages IWB in FL teaching Project overview Project phases Materials development Conclusion http://itilt.eu Resources 108 – 144 learning objects 5 languages different educational sectors www.itilt.eu