Implementing and researching technological innovation in language teaching: The case of interactive whiteboards for EFL in French schools

Autor: Whyte, Shona
Přispěvatelé: BCL, équipe Linguistique de l’énonciation, Bases, Corpus, Langage (UMR 7320 - UCA / CNRS) (BCL), Université Côte d'Azur (UCA)-Centre National de la Recherche Scientifique (CNRS)-Université Nice Sophia Antipolis (... - 2019) (UNS), COMUE Université Côte d'Azur (2015-2019) (COMUE UCA)-COMUE Université Côte d'Azur (2015-2019) (COMUE UCA)-Université Côte d'Azur (UCA)-Centre National de la Recherche Scientifique (CNRS)-Université Nice Sophia Antipolis (... - 2019) (UNS), COMUE Université Côte d'Azur (2015-2019) (COMUE UCA)-COMUE Université Côte d'Azur (2015-2019) (COMUE UCA)
Jazyk: angličtina
Rok vydání: 2015
Předmět:
Zdroj: Palgrave Macmillan, 2015, 978-1-137-47033-1
DOI: 10.1057/9781137470348
Popis: International audience; This volume investigates the implementation of technological innova- tion in language teaching in regular classroom contexts. It reports on a collaborative action research project which aimed to support teachers in integrating the interactive whiteboard (IWB) into the teaching of English as a Foreign Language (EFL), as well as to research the process of learning to teach in new ways. It will help practising teachers and teacher educators reflect on innovation in terms of ICT use and meth- odology, and provide a framework for technology integration to guide professional development. The book is suitable for pre- and in-service teacher education courses, as well as for independent study.Using a case study approach to the integration of IWB-mediated activities by language teachers in primary and secondary school set- tings, this study documents the development of IWB-mediated teaching practice in relation to the beliefs, goals and competences of nine EFL teachers in France. It shows how teachers with differing experiences and objectives designed and implemented classroom activities using the IWB, comparing their classroom practice with reflective commentary on how they and other teachers used this tool to teach languages. The study also aims to highlight the ways in which a collaborative action research project of this kind can both stimulate and support teachers in innovative experimentation as well as enhance our understanding of the challenges and opportunities inherent in implementing technological innovation.The book is divided into three parts. Part I reviews background lit- erature on factors affecting teachers’ implementation of innovation, together with the action research framework used in the project. This will help teachers using the book for independent professional develop- ment or those in formal training programmes to situate their practice with respect to current research and encourage them to consider experi- mentation in their own contexts.The second part of the book describes the research method used to investigate teachers’ technological innovation in the classroom and to gain insights into factors affecting change. Here readers have the opportunity to consider the relationships between technological affor- dances, pedagogical beliefs and objectives, and the design and imple- mentation of learning activities with concrete examples of classroom practice and quotations from teachers. Throughout the book the text includes boxed material in the form of mini-summaries, participant quotes, transcripts of classroom interaction, and reflective questions directed at both teachers and teacher educators. The aim is to encourage critical assessment of different aspects of data collection procedures, analysis and findings, and help readers relate these to their own practice and contexts.In the final part of the volume, case studies of individual teachers are presented as illustrations of three composite teacher development pro- files. The findings are then integrated into a developmental framework for technological innovation in the final chapter of Part III. Teachers and teacher educators can relate the proposed developmental stages to their own experience and consider the implications for their own professional development or for the design of teacher education courses and programmes in the areas of computer-assisted language learning (CALL) or technology-enhanced language learning (TELL).
Databáze: OpenAIRE
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