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First Steps toward a Model of Interactive Whiteboard Training for Language Teachers

First Steps toward a Model of Interactive Whiteboard Training for Language Teachers

Euline Cutrim Schmid, Estelle Schimmack
Copyright: © 2010 |Pages: 19
ISBN13: 9781615207152|ISBN10: 1615207155|ISBN13 Softcover: 9781616922658|EISBN13: 9781615207169
DOI: 10.4018/978-1-61520-715-2.ch013
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MLA

Schmid, Euline Cutrim, and Estelle Schimmack. "First Steps toward a Model of Interactive Whiteboard Training for Language Teachers." Interactive Whiteboards for Education: Theory, Research and Practice, edited by Michael Thomas and Euline Cutrim Schmid, IGI Global, 2010, pp. 197-215. https://doi.org/10.4018/978-1-61520-715-2.ch013

APA

Schmid, E. C. & Schimmack, E. (2010). First Steps toward a Model of Interactive Whiteboard Training for Language Teachers. In M. Thomas & E. Schmid (Eds.), Interactive Whiteboards for Education: Theory, Research and Practice (pp. 197-215). IGI Global. https://doi.org/10.4018/978-1-61520-715-2.ch013

Chicago

Schmid, Euline Cutrim, and Estelle Schimmack. "First Steps toward a Model of Interactive Whiteboard Training for Language Teachers." In Interactive Whiteboards for Education: Theory, Research and Practice, edited by Michael Thomas and Euline Cutrim Schmid, 197-215. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-61520-715-2.ch013

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Abstract

This chapter presents findings of a research project that investigates a model of interactive whiteboard technology training that incorporates a) a “bottom up” approach to teacher professional development in Computer Assisted Language Learning, and b) a pedagogical framework based on a socio-cognitive view of communicative language teaching. The chapter reports on a study conducted with a group of nine English teachers at a secondary school in Germany. Research data were collected via classroom observations, video recordings of IWB training workshops and in depth interviews with the teachers. The research findings shed some light on a) the various competencies that may be required by language teachers who want to exploit the IWB towards a socio-cognitive view of communicative language teaching and b) some principles for the design and implementation of an IWB technology training which would best assist the teachers with achieving this outcome.

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