Using a new dog to teach old tricks Can an interactive whiteboard enhance the teaching and learning

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Using a new dog to teach old tricks Can an
interactive whiteboard enhance the teaching and
learning of German?

• Eimear Kelly
• Athlone Institute of Technology
• EdTech 2009

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Aim of the action research

• To establish whether using an interactive
  whiteboard can make the learning and teaching of
  German more
• Interactive
• Collaborative
• Memorable
• Enjoyable

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Methodology

• Small-scale action research
• Activities
• Planned
• Implemented
• Observed
• Reflected upon
• Revised
• Feedback from focus group

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The case for using 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 organisation
• Homo Zappians

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The interactive whiteboard

• Touch-sensitive screen that works in conjunction
  with a computer and a projector
• Computer screen image is projected onto a
  whiteboard
• Facility to annotate, animate and manipulate
  documents

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• An electronic pen or a finger assumes the
  function of the mouse
• Drag and drop
• Board and software quite intuitive

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Students perceptions of the effectiveness of the
IWB

• Primarily positive
• It helps to see the words actually moving.
• Its easier to remember what you have seen.
• When you physically move words its easier to
  remember what youve done.
• Its more interesting.

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Students perceptions contd

• You can do things on the screen which you cant
  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.

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Students perceptions contd

• You can work as a team.
• But .
• It takes time to set up
• Sometimes it doesnt work you cant drag the
  words

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Lecturers 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

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Lecturers perspective contd

• 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
  

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Lecturers perspective contd

• 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
  perceptible impact on the accuracy of the
  students implicit knowledge of grammar as
  measured by their performance in spontaneous
  language use

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Findings

• Can using an interactive whiteboard can make the
  learning and teaching of German more
• Interactive
• Collaborative
• Memorable
• Enjoyable

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Future directions

• More research into impact of this technology on
  accuracy
• Collaboration with languages colleagues on
  materials development

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Acknowledgements

• Students in German 2, Athlone Institute of
  Technology
• Community of Practice in Instructional
  Technology, AIT
• Teaching and Learning Unit, AIT
• Department of Humanities, AIT

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References

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• Levy, P. (2002) Interactive whiteboards in
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