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 (

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.



Teaching languages with technology: communicative approaches to interactive whiteboard use

Screen Shot 2014-01-10 at 12.47.23 AMCutrim Schmid, E., & Whyte, S. (Eds.) 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.

Read an excerpt

Table of Contents

1. Foreword (pp. 1-3)
Interactive Whiteboards: against the odds?
Jozef Colpaert

2. Introduction (pp. 4-32)
Theory and practice in second language teaching with interactive technologies
Shona Whyte

3. Case Studies
1. IWB in Language Education for learners with special educational needs: learning Welsh at primary school (pp. 33 – 71)
Emily Hillier
Gary Beauchamp

2. A task-based approach to videoconferencing with the IWB: a French-German primary EFL class exchange (pp. 72 – 120)
Shona Whyte
Euline Cutrim Schmid

3. Digital Storytelling in the primary EFL classroom (pp. 121 – 166)
Anika Kegenhof

4. The IWB in the CLIL classroom: using visuals to foster active learning with young beginners (pp. 167 – 201)
Helene Sailer
Euline Cutrim Schmid
Ton Koenraad

5. Using the IWB to support gamification in order to enhance writing fluency in the secondary language classroom (pp. 202 – 237)
Graham Stanley (Spain)

6. Exploring IWB use for language instruction in Turkish higher education settings(pp. 238 – 276)
Serkan Çelik

7. Academic teacher training and the IWB: coaching pre-service teachers in Belgium (pp. 277 – 318)
Margret Oberhofer
Mathea Simons
Tom Smits

4. Final Recommendations (pp. 319 – 343)
Ongoing professional development in IWB-mediated language teaching: evening up the odds
Euline Cutrim Schmid
Shona Whyte

5. Glossary (pp. 344 – 350)