1. Using Interactive Whiteboards to Support Learner-Centred Approachesto Language Teaching and Learning Euline Cutrim Schmid & Ton Koenraadreporting on 2 related projects: Professional development (Heidelberg, Germany) Sharing Materials &Practices (Utrecht, NL)

2. Hogeschool Utrecht University of Applied Sciences / Fac. Education E-Learning consultant & teacher educator(MFL pedagogy / CALL) 3. Pedagogical benefits ofInteractive Whiteboards (IWBs) Helps integration of new media in the regular language classroom Enhances scope of interactivity & learner engagement Supports development electronic literacies Helps to address diversity in learning styles (aural, visual and kinaesthetic) Can contribute to student attainment IF 4. Shared concerns & rationalesImportant factors for successfulintroduction of IWBs:- Teacher is KEY: pedagogical views, knowledgeand media literacyNEEDed: (Cutrim Schmid, 2008; Gray et al. 2005; Koenraad, 2008)- Quality training- Materials & inspiringpractices for modernMFL Pedagogy- Support for p2p learning 5. Research project (2009 2011):Towards a Model of InteractiveWhiteboard Training for LanguageTeachersEuline Cutrim SchmidUniversity of EducationHeidelberg, Germany 6. Project information(1)Characteristics of CPD-Model :- bottom up approach to teacher professionaldevelopment in CALL- a pedagogical framework based on a socio-cognitive view of communicative languageteaching.Research Team:- Junior Prof. + student teachers- nine practitioners 7. Project information(2)Key Questions:- What teacher competencies are needed to use IWBstowards a socio-cognitive view of communicative languageteaching?- What kind of technical and pedagogical support is mostlyneeded by teachers in this process?Research Methods:- in-depth longitudinal case studies- ethnographic research instruments: classroom observations &field notes, video recordings, in-depth interviews and video-triggeredreflective dialogues with the teachers 8. Interim Results (1)Teacher competences:- adapt / design interactive IWB materials- manage IWB-based activities to activate ALLlearners- coherently integrate various multimediaresources (pace, cognitive load and active processing of content)- enhance IWB functionality using peripherals- finding and evaluating ready-made, usablematerials 9. Migration needed for NEW, IWB- related CompetenciesFROM a print-based approach and relatedblack/whiteboard activities such as:- annotate grammar rules,- grammar exercises- vocabulary items- worksheets (scanned documents or MS Word files): fill-in-the-gaps vocabulary & grammar exercises)TOWARDS use of multimodal resourcesprovided, such as annotation tools (e.g. shapes,lines), variety of colour, fonts, images &integrating internet resources 10. Characteristics of TrainingReplacement of top-down technological one-dayworkshops with bottom-up training that:supports refinement of pedagogical practicestimulates collaboration with experienced teacher trainersor colleagueshas a sound theoretical basis and a clear pedagogicalframeworkfocuses on teachers immediate pedagogical needs &contextualized examples, related to actual workprovides teachers with enough opportunities for gradualaccumulation of knowledge and experience within theirconstraints of time and energy. 11. IWB-Project @ CALL-in-Practice 12. IWB4MFL CoPGoals:- Sharing materials, practices &practitioner knowledge- Contributing to initial Teacher Ed. & CPD(Meskill et al., 2006; Preston et al.,2000; Koenraad, 2005)Activities:- Teacher Ed. Curr. Development- Materials, Expertise & Partner spotting- Resources development- Blogging- Formation Editorial Team- EU project application 13. IWB4MFL CoP(2)Website Components at CALL-in-Practice:- Resources: . Practice portraits . Repository of IWB files . Annotated links to external resources . Research reviews & referencesIntroduction to IWB4MFLWeblog Tool for Multilingual Blogging Circles(linking MFL and L1 teachers & resources)Workflow for Teacher Ed. mentoring 14. Check out the 2010 Edition!Comenius Course: Designing for the Web 2.0 Language Classroom.