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IWB Research CETA Córdoba 20 de Abril 2013
Transcript of IWB Research CETA Córdoba 20 de Abril 2013
Córdoba, 20 Abril 2013 TEACHER RESEARCH USING THE INTERACTIVE WHITEBOARD TO PROMOTE LINGUISTIC AND DIGITAL COMPETENCE IN BILINGUAL SETTINGS Checking the effectiveness of IWB as a resource to promote the achievement of other key competences.
Testing findings on linguistic and digital competences in other subjects ( different from the core subjects chosen as the settings of the research ).
Using the IWB as a resource in current programmes for the development of the linguistic competence at school.
Creating a guide for effective IWB use. SUGGESTIONS FOR FURTHER RESEARCH 1. The number of observed lessons has been too small.
2. There are factors influencing oral performances results, namely group or individual work and subject content.
3. More concluding evidence for interactivity could have been obtained provided a checklist of the times teachers and students tap on the board had been used. CURRENT RESEARCH LIMITS As for the expected changes in the learning scope resulting from the implementation of this qualitative research, we hope for:
1. An improvement in the mastery of linguistic skills.
2. A change in the application of IWB tools to “hands on” projects.
3. An increase in the number of students who achieve a high standard of task accomplishment in which linguistic and digital competence are involved.
There is a consitent finding across all data that the length of time pupils have been taught with an interactive whiteboard is the major factor that leads to attainment gains. Implications for learning Adjacent non-interactive board is used Teachers are still in a transition period Coefficient of Dispersion Analysis Average linguistic and digital competence scores across tasks DIGITAL DIMENSIONS & IWB Task Assessment
IWB Usage Checklist Competence Observation Register
LANGUAGE AND CONTENT SCAFFOLDING:
What does it mean to…?
What are the main differences among…?
Do you understand this? OBSERVATION GRIDS Having an IWB in the classroom is really an advantage.
It enables methodological innovation.
It is a useful resource for collaborative tasks.
Oral presentations are a common learning resource.
IWB displays multimedia resources as an aid to learning.
Internet resources are easily available through it. IWB Overall Assessment & Advantages IWB FREQUENCY OF USAGE
Dependent Linguistic and Digital
Variables Competence Achievement Levels
Independent IWB usage
CLIL methodology is the context where the interaction of variables takes place: English, Science and Maths:
1. Science and Maths are two subjects appearing in TIMSS study.
2. They are subjects generally assessed by the PISA report.
3. They are Non-Linguistic subjects within the Bilingual Programme.
RESEARCH VARIABLES RQ1 Does the effective use of the IWB as a teaching and learning tool improve students´ level of achievement of linguistic and digital competences?
TASK PERFORMANCE ASSESSMENT
RQ2 Does the methodology embedded in IWB usage affect students´ degree of achievement of linguistic and digital competences?
CLIL LESSONS OBSERVATION RESEARCH QUESTIONS Seliger & Shohamy (1989)
Bryman (2004) RESEARCH DESIGN MULTIPLE INTELLIGENCES AND CONSTRUCTIVISM
Andalusian Act on Education of 10th December 2007 (LEA)
Competence in the knowledge and interaction with the physical world.
Social and citizenship competence
Cultural and artistic competence
Learning to learn competence
Autonomy and self-entrepreneurship RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL of 18 December 2006 on key competences for lifelong learning(2006/962/EC)
Communication in the mother tongue
Communication in foreign languages
Mathematical competence and basic competences in science and technology
Learning to learn
Social and civic competences
Sense of initiative and entrepreneurship
Cultural awareness and expression.
Knowledge of IWB key tools.
Understanding how to apply that knowledge in a pedagogical context.
Taking ownership of the technology.
CLIL is good pedagogy (Mehisto, 2008)
This research attempts at describing how a learning boost is produced mainly by using the IWB as a powerful visual technology, developing in students higher order thinking skills enabling a quicker grasp for digital and linguistic knowledge and skill.
RESEARCH RELEVANCE The implementation of Escuela 2.0 programme in Andalucia has led to a series of changes in methodology affecting the usage of ICT in classroom settings.
Glover & Miller ( 2003 ) describe the IWB as a device made up of more than a computer, a projector and a screen as the resulting resource is more than the sum of its parts. Using the Interactive Whiteboard to promote Linguistic and Digital Competence Achievement
in Bilingual Settings Trinidad Jerez montoya Limited use of the basic toolkit movement within the IWB. Students use their own materials “ traditionally” through Power Point, Excel or commercially produced programmes IWB is used as a support to the lesson and not as an integral strategy for conceptual development IMPLICATIONS FOR TEACHING IWB USEFULNESS DATA ANALYSIS Pre-Survey
Competence Observation Register
IWB Usage Checklist
Task 1-2-3 Subcompetences and Indicators Analysis
Correlation between linguistic and digital competence results
Review/Assessment TPACK MODEL
Mishra & Koehler (2006) SIOP MODEL
Echevarria, Vogt & Short (2004) LINGUISTIC & DIGITAL MODELS
Students focus and then memorize according to their learning style.
When it comes to modality categorisation, most students fall into the visual modality, which supports IWB wide positive assessment as a learning tool. THEORETICAL FRAMEWORK To examine the way linguistic and digital competences are dealt with in bilingual science and maths lessons using the IWB as the main input source.
To classify stages in methodology according to IWB usage in CLIL lessons and reach conclusions as to how effective the IWB is in making students linguistically and digitally competent learners.
To outline a future plan for a methodology which ensures further effective use of IWB in order to develop linguistic and digital competence in bilingual settings. Average St Dev POST-QUESTIONNAIRES What do you like most about teaching with a whiteboard?
What do you like least about teaching with a whiteboard?
Do you believe using the whiteboard affects the extent to which students are engaged in the learning process in your classroom?
Do you believe the use of a whiteboard in the classroom contributes to learning?
In what ways, if any, does the whiteboard address the three modalities of learning: visual, auditory and tactile? This is your October Task. You have to follow the guidelines in this presentation and upload your work in our wiki by the 20th October.
You must also leave a comment for this entry telling me what you think of this task. Is it too easy? Is it too difficult?Would you need some kind of extra help to do it? Teens today prefer communicating with their friends through text messaging and online social networks. How does it affect their social behavior? Leave your comment on the article.
Do you agree with some of them? Read the text and say whether these sentences are true or false:
1.Nowadays teenagers communicate with their friends mostly without a phone.
2.Most teenagers send at least 80 texts a day.
3.Kids don’t have good technical skills.
4.Facebook may help shy teens to communicate more easily. How does excessive online communication affect teens? Present, Past & Future
http://blog.tpronline.org/?p=856 Pupils devise a survey
( on-line quiz format ) to get data as for their online communication habits How Do Teens Communicate? Infographic and Marketing Analysis
Teens’ use of social media on their cell phones, worked out like this:
Text Messaging — 88%
Exchanging Pictures — 64%
Exchanging Video — 32%
Instant Messaging — 31%
Social Networking Sites — 23%
Email — 21%
Match every word with the right picture:
text messages social networks face-to-face communication
texters cellphones technical skills
texting online communication Trace Effects Being innovative is about looking beyond what we currently do well, identifying the great ideas of tomorrow and putting them into practice Teacher´s tips on how to use
Ipads in the classroom 2nd February 2013
iPads as Part of a Universal Design for Learning Toolkit
1st December 2012
Using iPads to Enhance Teaching and Learning
http://blog.tpronline.org/?p=856 WHY THE GAMES OF THE FUTURE ARE MOVING BEYOND THE CONSOLE? ADVERTISING AND NEW TECHNOLOGIES
Using IWBs to develop
linguistic and digital competences
in Bilingual Settings
Its added value comes in the form of whole-class presentation of multimedia.
Participants can also run applications. According to recent studies such as The Iberian Research Project (Gallego & Dulac, 2006) the pedagogical possibilities that the use of IWBs offer are not fully searched for. SCAFFOLDING IWBs in the classroom
CLIL in bilingual settings
Oral Skills The IWB is a powerful tool when it comes to catering for different learning styles by promoting According to Beeland (2002), student engagement is critical to student motivation during the learning process and that engagement is the spark of memory. According to his research, IWB usage fosters review which facilitates understanding because it addresses students´ engagement through the visual, auditory and tactile modality. “IWB: A window on the world from the classroom” Interactivity Teens Online Communication Survey A Day in the Life of the Internet