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A Language Opinion: Can an interactive whiteboard enhance teaching and learning?

A Language Opinion: Can an interactive whiteboard enhance teaching and learning?. Lisa Prindle. Approach of the action research. To establish whether using an interactive whiteboard can make learning and teaching Interactive Collaborative Memorable Enjoyable. Why Use Technology?.

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A Language Opinion: Can an interactive whiteboard enhance teaching and learning?

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  1. A Language Opinion: Can an interactive whiteboard enhance teaching and learning? Lisa Prindle

  2. Approach of the action research • To establish whether using an interactive whiteboard can make learning and teaching • Interactive • Collaborative • Memorable • Enjoyable

  3. Why Use Technology? • Research into technology-enhanced learning • Student motivation, concentration and participation • Presentation of information and learning resources • Explanation of concepts and ideas • Facilitation of interaction and activity • Teacher organization

  4. The interactive whiteboard • Touch-sensitive screen that works in conjunction with a computer and a projector • Computer screen image is projected onto a whiteboard • Teacher is there to annotate, animate and manipulate documents

  5. An electronic pen – or a finger – takes the role of the mouse • “Drag and drop” method used • Board and software very intuitive

  6. Students’ perceptions of the effectiveness of the IWB • Primarily positive • “It helps to see the words actually moving.” • “It’s easier to remember what you have seen.” • “When you physically move words it’s easier to remember what you’ve done.” • “It’s more interesting.”

  7. Students’ perceptions cont’d • “You can do things on the screen which you can’t do on paper.” • “It works well with smaller groups.” • “It gets you used to standing up in front of the group.” • “It can make you nervous in case you get it wrong – but that makes you try harder to get it right.”

  8. Students’ perceptions cont’d • “You can work as a team.” • But …. • It takes time to set up • Sometimes it doesn’t work – you can’t drag the words

  9. My perspective on the effectiveness of the IWB • Primarily positive • Students appear to be more attentive • Students participate more • Students volunteer more • Students focus on the communicative element of the tasks – grammar secondary but improved

  10. My Perspective cont’d • Opportunity to reflect upon and revise teaching approaches which may have become stale • Custom-made tasks and activities which can be re-used • Facility to record and upload “virtual tutorials”

  11. My perspective – cont’d • But… • Very time-consuming – few suitable resources available as of yet, other than interactive websites • Technology can stall or fail – although this is less likely when using the board independently of the internet • No evidence as yet that the technology has had a impact on the accuracy of the students’ implicit knowledge of grammar as measured by their performance in spontaneous foreign language use

  12. Findings • Can using an interactive whiteboard can make learning and teaching more: • Interactive • Collaborative • Memorable • Enjoyable

  13. References • Cambi, P.J. & Eisenstein Ebsworth, M. (2008) Merging a metalinguistic grammar approach with L2 academic process writing: ELLs in Community College. TESL-EJ12(2) http://tesl-ej.org/ej46/a1.html Accessed 17 February 2009 • Corbeil, G. (2007) Can PowerPoint presentations effectively replace textbooks and blackboards for teaching grammar? Do students find them an effective learning tool? CALICO Journal 24(3), pp. 631-656 • Gray, C., Hagger-Vaughan, L, Pilkington, R. & Tomkins, S. (2002) The pros and cons of interactive whiteboards in relation to the key stage 3 strategy and framework. Language Learning Journal32, pp.38-44 • Fotos, S. (2002) Structure-based interactive tasks for the EFL grammar learner. In E. Hinkel & S. Fotos (eds) New Perspectives on Grammar Teaching in Second Language Classrooms New York: Lawrence Erlbaum Associates, pp.135-154

  14. Levy, P. (2002) Interactive whiteboards in learning and teaching in two Sheffield schools: a developmental study. University of Sheffield. http://dis.shef.ac.uk/eirg/projects/wboards.htm Accessed 9 December 2008 • Margaryan, A. & Littlejohn, A. (2008) Are digital natives a myth or reality?: Students’ use of technologies for learning. Glasgow Caledonian Academy. http://www.academy.gcal.ac.uk/anoush/documents/DigitalNativesMythOrReality-MargaryanAndLittlejohn-draft-111208.pdf Accessed 17 February 2009 • Stepp-Greany, J. (2002) Student perceptions on language learning in a technological environment: Implications for the new millennium. Language Learning and Technology 6(1) pp.165-180

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