L’évolution de l’enseignement en lettres : l’anglais à Nice

L’évolution de l’enseignement en LASH : l’exemple de l’anglais

Whyte, S. (2015). Implementing and Researching Technological Innovation in Language Teaching: The Case of Interactive Whiteboards for EFL in French Schools. New Language Learning and Teaching Environments. (Series editor: Hayo Reinders). Palgrave Macmillan. [link]

Cutrim Schmid, E., & Whyte, S. (Eds.) (2014). Teaching languages with technology: communicative approaches to interactive whiteboard use. A resource book for teacher development. Advances in Digital Language Learning and Teaching (Series editors: Michael Thomas, Mark Warschauer & Mark Peterson). Bloomsbury. [link]

Whyte, S., & Cutrim Schmid, E. (2014).  A task-based approach to video communication with the IWB: a French-German primary EFL class exchange.  In Cutrim Schmid, E., & Whyte, S. (Eds.). Teaching languages with technology: communicative approaches to interactive whiteboard use. Bloomsbury. [link]
Whyte, S. (2014). Digital pencil sharpening: technology integration and language learning autonomy. EL.LE Università Ca’ Foscari, Venezia. [PDF]

Whyte, S. (2014). Bridging gaps : Using social media to develop techno-pedagogical competences in pre-service language teacher education. Recherche et pratiques pédagogiques en langues de spécialité – Cahiers de l’APLIUT, 33(2):143-169.

Whyte, S., & Alexander, J. (2014). Implementing tasks with interactive technologies in classroom CALL: towards a developmental framework. Canadian Journal of Learning and Technology, 40 (1), 1-26. PDF

Whyte, S. (2013). Teaching English for Specific Purposes: A task-based framework for French graduate courses.  Asp 63 (9), 5-30. DOI : 10.4000/asp.3280

Cutrim Schmid, E. & Whyte, S. (2012). Interactive Whiteboards in School Settings: Teacher Responses to Socio-constructivist Hegemonies.  Language Learning and Technology 16 (2), 65-86.  [Download PDF]

Whyte, S. (2011). Learning to teach with videoconferencing in primary foreign language classrooms. ReCALL 23(3): 271–293. Copyright © European Association for Computer Assisted Language Learning 2011 [Download PDF]

Whyte, S. (2011). Learning theory in university foreign language education: the case of French universities. Arts and Humanities in Higher Education, 10 (2), 213-34.  Sage: DOI 10.1177/1474022210364783 Pre-revision PDF

Whyte, S. (2012). Developing and integrating teacher competences in language acquisition, pedagogy and technology.  In Causa, M., Galligani, S., & Vlad, M. (Eds.). Formation et professionalisation des enseignants de langues : Evolution de contextes, des besoins et des dispositifs.  DILTEC, Université de Sorbonne Nouvelle-Paris 3. pp. 220-31. [Download PDF]

Whyte, S. (2015). Former à l’intégration des technologies en classe de langue : vers un modèle multidimensionnel. Colloque Acedle. 15 janvier. [slides, abstract]

Whyte, S. (2014). The IWB for EFL in France: A Technological Innovation Framework. Digital literacies in and beyond the L2 classroom. 6-11 October 2014. CERCLL, University of Arizona. [slides with audio]

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