Dellar Defends the Coursebook

Jordan attacks assumptions underpinning the design and use of textbook in the EFL classroom.

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Implementing and researching technological innovation

Implementing and Researching Technological Innovation in Language Teaching

The Case of Interactive Whiteboards for EFL in French Schools

Shona Whyte
Print Pub Date: April 2015
Online DaIMG_0004te: April 2015
Language & Linguistics Collection 2015
Series: New Language Learning and Teaching Environments

Implementing and Researching Technological Innovation in Language Teaching takes a case study approach to investigate the integration of the interactive whiteboard (IWB) into the teaching of English as a Foreign Language (EFL) in French schools. The study highlights the advantages of collaborative action research for stimulating and supporting language teachers in innovative experimentation, and seeks to enhance our understanding of the challenges and opportunities inherent in this process. Utilising a framework which can inform further research into innovative practices with other interactive technologies, this book offers a research design and instruments suitable for assessing classroom adoption of the IWB. In this way, the study provides insights into general processes of technological innovation in language teaching and learning which is of relevance to further research and teacher development in today’s new learning environments.

TOCThe blurb and table of contents should give an idea of the focus of my book on teacher integration of interactive whiteboard (IWB) technology in the language classroom. I followed 9 French EFL teachers (4 primary, 2 lower and 2 upper secondary, and 1 teacher educator) during the iTILT project (itilt.eu).

IMG_0010I used a collaborative action research framework (Burns, 2005) and drew on situated learning (Lave and Wenger, 1991) and teacher efficacy theory (Bandura, 1993). [References available in the bibliography on the Palgrave page.] The book proposes a developmental model to describe and explain how different teachers used the IWB to fit existing practice in some cases, and to implement innovation in others.

Hopefully some of this work will be useful in our new European project Interactive Teaching in Languages with Technology (iTILT 2); we are following up on our successful IWB project using other technologies with the same team working in Belgium, France, Germany the Netherlands, Turkey and Wales.

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