1. DESIGNING IWB RESOURCES FOR LANGUAGE TEACHING: THE iTILT PROJECT

2. 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

3. 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

4. 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

5. 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

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

7. Materials development
IWB in FL teaching
Project overview
Project phases
Materials development
Conclusion
The Project

8. 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

9. 1. IWB training

10. 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

11. 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

12. 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?

13. 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

14. 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

15. Student interview
Teacher interview

16. “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”

18. 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

19. 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)

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