1.   “The relationship between the use of the IWB e-learning tool and the teaching and learning English as a foreign language in the seventh year students at Colegio Los Pinos”, in the academic period 2012 – 2013      
BY: NELLY A. COSTALES V.
DIRECTOR: Dra. Mg. MARÍA TERESA LLUMIQUINGA
CODIRECTOR: Lic. Mg. MIGUEL PONCE

2. STRUCTURE OF THE PRESENTATION
Research Problem
Theoretical Framework
Methodological Framework
Testing the Hypothesis
The Proposal
Part I
Part II
Part III
Part IV
Part V

3. Problem Identification
PART I – RESEARCH PROBLEM
Problem Identification
Effects
Causes
E1. HIGH COSTS OF TECHNOLOGICAL EQUIPMENT
C1. ECONOMIC FACTORS
The teaching process of English is not efficient
C2. LACK OF CHILDREN´S ENGAGEMENT TO CLASSES
E2. CHILDREN LOSE ATTENTION DURING BORING CLASSES
C3. E-TOOLS ARE NOT PROPERLY USED IN CLASSROOM ACTIVITY.
E3. NOT USE OF THE E-LEARNING TOOLS

4. PART I – RESEARCH PROBLEM
Problem Formulation
What is the relationship of the use of the Interactive White Board (IWB) and the learning teaching process?

5. PART I – RESEARCH PROBLEM
VARIABLES WORKING OUT
Use of IWB e-learning tool
Independent variable
Learning English
as a foreign language
Dependent variable

6. PART I – RESEARCH PROBLEM Variables working out
Relationship between the use of the IWB
e-learning tool and teaching and learning English as a foreign language
Relation variable

7. PART I – RESEARCH PROBLEM
Objectives
General
To determine the relationship of the use of the IWB
e-learning tool with the enhancement of the English teaching & learning language process, and the engagement of the children in classroom activities.

8. PART I – RESEARCH PROBLEM
Specific Objectives
To develop a new way to learn a language by means of using an interactive electronic device .
To use the IWB as a tool to draw upon the new learning styles of students who have grown up in a multimedia age where technology, digital enhancement and video interaction are commonplace.
To provide evidence and demonstrate that a student can learn with this technological device

9. Perception Motivation Level of integration pedagogy
PART I – RESEARCH PROBLEM
Justification
Perception Motivation
Use more IWB e-tool
School culture
Teacher training
Teacher practice and preparation time
Teacher confidence in use of the IWB
Change traditional methods
IWB
e-learning
tool use
Level of integration pedagogy
Learning Achievement

10. THEORETICAL FRAMEWORK THE INTEGRATION OF THE IWB E-LEARNING TOOLS
PART II
THEORETICAL FRAMEWORK
CHAPTER I
THE INTEGRATION OF THE IWB E-LEARNING TOOLS

11. Evolution of technology in learning and teaching process
1650
1870
1890
1890
1930
1925
1925
1950
1958
1980
1991
2010

12. CHAPTER I INTEGRATION OF THE IWB E-LEARNING TOOL
INTERACTIVE WHITE BOARD –
A TOUCH SENSITIVE BOARD
The purpose
The importance of the IWB.
The context of the IWB
Innovative learning tool
Interactive learning process
Review its limitations
IWB´s FEATURES
INTEGRATION OF THE IWB
E-LEARNING TOOL
Advantages and disadvantages of IWB in class activity
IWB effectiveness as a teaching and learning tool
Student´s self evaluation
Teacher´s evaluation of the content
IWB
INTEGRATION TECHNOLOGY IN CLASS
CHAPTER I

13. INTERACTIVE WHITE BOARD – A TOUCH SENSITIVE BOARD
Increase effect of learning
Motivation in class activity
Reduce boredom
Importance of the IWB
Improve overall learning experience

14. INTERACTIVE WHITE BOARD – A TOUCH SENSITIVE BOARD
Subject delivery different way use projector
Students receive interactive activities
Context of the IWB
What they learn is attractive, motivating and interesting
Student´s attention hooked on teachers explanation
Technology skills

15. IWB´s FEATURES Interactive learning process Helps process of learning
Monitored
Organize information presented to class
Improves desire and concentration
Interactive learning process
Students interact

16. IWB – INTEGRATION TECHNOLOGY IN CLASS
Love tech
Students respond favorably excellent tool – save lessons
One-computer maximize limited computer access
IWB ADVANTAGES
Students work in groups everybody participates
Increases creativity
Learn in a different way
Distance learning
Students with learning, behavioural and emotional difficulties
Students with limited motor skills

17. IWB – INTEGRATION TECHNOLOGY IN CLASS DISADVANTAGES
Teachers tend teach old way
Projection problems
Resistance to use it
DISADVANTAGES
Remote access issues
Integrate technology in curriculum
Internet access
Lessons require extra time design and prepare
Costs
Adequate traning

18. LEARNING ENGLISH AS A FOREING LANGUAGE
PART II
THEORETICAL FRAME
CHAPTER II
LEARNING ENGLISH AS A FOREING LANGUAGE

19. LEARNING ENGLISH AS A FOREIGN LANGUANGE
CHAPTER II
PURPOSE
Goals
Competences
CONTENTS
Cognitives
Procedures
Attitudes
LEARNING ENGLISH AS A FOREIGN LANGUANGE
METHODOLOGY
Approaches
Methods
Techniques
RESOURCES
Pysical
Technological
EVALUATION
Diagnostical
Formative
Summative

20. LEARNING ENGLISH AS A FOREIGN LANGUANGE
GOALS
Write
Read
Speak
Listen

21. LEARNING ENGLISH AS A FOREING LANGUANGE
Well qualified ability
LEARNING ENGLISH AS A FOREING LANGUANGE
Grammar, vocabulary and syntax
Linguistic Competence
Communication in social groups, classes, sexes, etc
Sociolinguistic Competence
COMPETENCES
Functional use of resources of linguistic-irony,parody
Pragmatic Competence
Strategic Competence
Learn more language in context

22. LEARNING ENGLISH AS A FOREING LANGUANGE
Content instruction
Consider learner´s
High levels of thought
Contents
Viewpoint
Learning styles
Options
Abilities
problems
Lesson in
long-range & short-term
Good teachers
Good planners
Plan with precision

23. LEARNING ENGLISH AS A FOREING LANGUANGE
Determine individual learning ability
LEARNING ENGLISH AS A FOREING LANGUANGE
CONTENT
Concentration
Focus attention homework, task, etc.
Cognitive
Perception
Gather information through sensory receptors: eyes, ears, tongue, skin
Memory
Recall in short or long term

24. Leads the effective use of language
CONTENT
Procedures
Attitudes
Motivation
Leads the effective use of language
Oral communication
Pronunciation
Grammar instruction
Listening
Reading
writing
Instrinsic
Extrinsic
Desire to engage learning
Connected external incentives

25. APPROACHES
Communicative Approach
Natural Approach – Dr.Tracy Terrell, Dr. Stephen Krashen
Direct method
Grammar translation method
Audio-Lingual
Community language learning
Immersion
Task-based language learning
Lexical sylabus
Suggestopedia
Silent way – Caleb Gattegno
Total Physical Response- James Asher
Active learning
Integrated Co-teaching - ICT
Cooperative & collaborative
Peer education
METHODOLOGY
METHODS
Eye contact teacher-student
Reinforce interaction
Give more explanation
Create intersting activities
Make breaks in class
TECHNIQUES

26. Assess students how to undersand material
Pre-assessment
Identify strengths and weaknesses
Focus on weaknesses
Detail analysis and a report of responses
Provide feedback
Diagnostical
Evaluation
Ongoing assessment feedback daily basis
Measure learning
Knowledge, skills
Monitor its progress
Self assessment
Peer assessment
Formative
Summative
Gather all information in certain time.
Tell teachers & students what areas are learned
Final test

27. Learning English as a foreign language
HYPOTHESIS SYSTEM
WORKING HYPOTHESIS
H1 There is a positive influence in the use of the IWB e-tool on the teaching and learning of English.
NULL HYPOTHESIS
H0 There is not any influence of the use of the IWB e-tool on the teaching and learning of English.

28. METHODOLOGICAL FRAMEWORK METHODOLOGICAL DESIGN
PART III
METHODOLOGICAL FRAMEWORK
METHODOLOGICAL DESIGN

29. Research type and design
Based on Pilot Project: “Using the Interactive White Board in Teaching and Learning – An Evaluation of the Smart Classroom Pilot Project” Israel, 2008
Students Questionnaire:
Attitudes toward Learning via IWB
Teacher Questionnaires:
Attitudes toward Instruction using IWB (2)
Attitudes toward Training using IWB.

30. METHODOLOGICAL DESIGN Research type and design
Descriptive
Of field
Quantitative
Correlational
Transversal
The technique
Questionnaire teachers and students
Processing data analysis
Descriptive Statistics
Chi
Square

31. PROCESSING AND ANALYSIS
Quantitative
Gathered from questionnaires to teachers & students.
Transversal
Gathered from the cuts of time period 2012 – 2013.
Correlational
Gathered from more variables the Descriptive Statistis &
Chi-Square.

32. STUDENTS OF COLEGIO LOS PINOS
POPULATION AND SAMPLE
STUDENTS OF COLEGIO LOS PINOS
7th Grade “A” 27 .
7th Grade “B” 21
7th Grade “C” 26
TEACHERS
TOTAL STUDENTS

33. INSTRUMENTS FOR DATA COLLECTION
FIELDING
Colegio Los Pinos
Students of the 7th Grade A, B, C
and Teachers of English
Teacher questionnaires:
Attitudes toward Instruction using IWB – 2 questionnaires
Attitudes toward Training using IWB – 1 questionnaire
Students questionnaire:
Attitudes toward Learning via IWB.
INSTRUMENTS FOR DATA COLLECTION

34. THE HYPOTHESIS TESTING
PART IV
THE HYPOTHESIS TESTING

35. TESTING THE HYPOTHESIS
Student’s attitudes toward learning via IWB – seventh grade “A”, “B” and “C”

36. TESTING THE HYPOTHESIS

44. Teacher´s attitudes toward instruction using the IWB
First Questionnaire

45. First questionnaire for teachers

46. Teachers´ First questionnaire: “Teacher’s Attitudes toward Instructing Using the IWB”

47. Teachers´ First questionnaire:
“Teacher’s Attitudes toward Instructing Using the IWB”

48. Second questionnaire for teachers

49. Teachers´ Second questionnaire:
“Teacher’s Attitudes toward Instructing Using the IWB”

50. Teachers´ Second questionnaire:
“Teacher’s Attitudes toward Instructing Using the IWB”

51. Third questionnaire for teachers

52. Teachers´ Third questionnaire:
“Teacher’s Attitudes toward Training Using the IWB”

53. Teachers´ Third questionnaire:
“Teacher’s Attitudes toward Training Using the IWB”

56. CONCLUSIONS RECOMMENDATIONS
The IWB is a powerful e-learning tool that allows students to enjoy more the learning in a 83.1% while interacting 72.6% and receiving the lesson through this device.
Increase the use of the IWB to allow the students to enjoy, learn and interact more while they learn the lesson with this device.
Students feel that activities are more “fun” and they are more engaged in a 72.6% and motivated to pay attention to the teacher, they feel are less bored while using the IWB in class.
Motivate to the students to use more the IWB so they will be engage in class, pay more attention and feel less bore during class.
Students are able to improve their ability to work in groups, promoting the collaborative work in class, however the results obtained 51.4% indicated that the half of the students wanted to do it while the other half disagreed it.
Whenever possible stimulate within the students activities to work in groups and promote the collaborative work in projects to learn English as a foreign language through the use of the IWB.

57. RECOMMENDATIONS CONCLUSIONS
At Colegio Los Pinos only the 45% of the classrooms are equipped with and IWB, they are doing it in phases
At Colegio Los Pinos it is recommended to keep equipping with an IWB in the classes that still do not count with this e-learning tool.
Teachers need to invest a lot of work in creating all the digital material and preparing the lessons in a 66.7%, nevertheless, they think that they can achieve their goals either in the traditional class or with the IWB e-learning tool
In order to avoid burden of teachers while preparing interactive lessons will be helpful to create a database of lessons using technological elements and share among the teachers improving the IWB board use.
The IWB allows a more enjoyable teaching in a 100%, pedagogic interactive, visual and easy understandable class activity for teaching English as a foreign language in greater depth.
Increase the use of the IWB in class activity as part of the curriculum planning maximizing the learning experience taken to the highest level of understandable class activity of English as a foreign language in greater depth..

58. CONCLUSIONS RECOMMENDATIONS
CHI SQUARE
The students rejected the Null Hypothesis which states that there is not any influence of the IWB on the teaching English and they accepted the Working Hypothesis which states that there is a positive influence of the IWB e-learning tool.
New generations of students likes the use of new technology such as the IWB in class activity, they really enjoy and agree the use of this techniques,- LETS USE IT MORE……
The teachers accept the Null Hypothesis which states that there is not any influence of the IWB on the teaching English and they rejected the Working hypothesis which states that there is a positive influence of the IWB e-learning tool.
It is important to change the pedagogy from the traditional or regular type learning to the integration of new teaching styles with the IWB e-learning tool in class in a more often in class activity to ease the teaching and learning of English as a foreign language.

59. PART V
THE PROPOSAL

60. More investment to have interactive classrooms - IWB
PROPOSAL
More investment to have interactive classrooms - IWB
Teachers more active and efficient participation in the academic performance with the help of IWB.

61. Students Teachers Authorities
Use more the IWB as a learning tool for English
Receive permanent training in the use of the IWB
Students
Teachers
INTERESTS
Authorities
Invest the implementation of interactive classes in the school

62. GOAL Active & efficient participation
in academic performance with IWB e-learning tool.
INDICATOR
MEAN OF VERIFICATION
ASSUMPTION
Students are more active and collaborative during classes due to the use of the IWB in classes
Every class is equipped with an IWB.
The students interact, enjoy classes and effective participation in the academic performance.

63. DEVELOPMENT Teachers and tutors Interactive classroom Computer- laptop
TRAINING
TEACHERS
Teachers and tutors
Interactive classroom
Computer- laptop
Projector- in focus
Training courses and seminars
The teachers will master the functions of the IWB. Students will be trained in the use of the IWB.
The teachers will know how to develop and create an interactive, attractive, enjoyable and interesting class, engaging the students in class activity using the IWB.
1st. PART
2nd. PART

64. Thomas Edison February 11, 1847 – October 18, 1931
In he said:
“Books will soon be obsolete in schools. Scholars will soon be instructed through the eye.”