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1 Shona Whyte 2015 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No portion of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, Saffron House, 6 10 Kirby Street, London EC1N 8TS. Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The author has asserted her right to be identified as the author of this work in accordance with the Copyright, Designs and Patents Act First published 2015 by PALGRAVE MACMILLAN Palgrave Macmillan in the UK is an imprint of Macmillan Publishers Limited, registered in England, company number , of Houndmills, Basingstoke, Hampshire RG21 6XS. Palgrave Macmillan in the US is a division of St Martin s Press LLC, 175 Fifth Avenue, New York, NY Palgrave is a global academic imprint of the above companies and has companies and representatives throughout the world. Palgrave and Macmillan are registered trademarks in the United States, the United Kingdom, Europe and other countries. ISBN This book is printed on paper suitable for recycling and made from fully managed and sustained forest sources. Logging, pulping and manufacturing processes are expected to conform to the environmental regulations of the country of origin. A catalogue record for this book is available from the British Library. Library of Congress Cataloging-in-Publication Data Whyte, Shona. Implementing and researching technological innovation in language teaching : the case of interactive whiteboards for EFL in French schools / Shona Whyte, University Nice Sophia Antipolis, France. pages cm (New Language Learning and Teaching Environments) ISBN Language and languages Study and teaching France. 2. Language and languages Study and teaching French students. 3. Language and languages Technological innovations France. 4. Interactive whiteboards France. 5. Second language acquisition France. 6. English language Study and teaching French speakers. 7. English language Study and teaching Foreign speakers. 8. Interaction analysis in education France. I. Title. P57.F8W dc Typeset by MPS Limited, Chennai, India.

2 Contents List of Figures, Tables and Boxes Series Editor s Preface Acknowledgements List of Abbreviations xii xvi xvii xviii Introduction 1 Part I Researching Innovative Language Teaching 1 Innovation in Language Teaching: Pedagogical and Technological Dimensions Language teaching and learning theory From grammar- translation to communicative teaching: behaviourist and cognitivist learning theories Communicative and task- based language teaching: constructivist and socio- constructivist approaches Implications for today s language teachers Teacher beliefs: teacher efficacy and teacher cognition Teacher efficacy Teacher cognition Technology integration and IWB research Technology integration The IWB in educational settings IWB- mediated language teaching Developmental frameworks for teaching with the IWB Professional development for IWB- supported teaching Summary of background literature 33 2 Collaborative Action Research and Communities of Practice Overview Collaborative action research 36 vii

3 viii Contents 2.3 Method Participants and teaching contexts Data collection Participant training Filming Interviews Learner focus group interviews Video- stimulated recall interviews with teachers Teacher focus group discussions Questionnaires Pre- and post- training questionnaires Reactions to project video clips itilt website pilot questionnaire Summary of collaborative action research Community of practice Situated learning itilt Google+ circle Research questions 64 Part II Teacher Beliefs: Researching Views and Supporting Change 3 Techno- Pedagogical Choices in IWB- Mediated Teaching Activities Overview of analysis Technical exploitation of the IWB: access and tools Access to the IWB: teachers or learners? Coding framework Results Overall results Results by educational sector IWB tools and features: objects and actions Coding framework Results Overall results Results by educational sector Summary of findings with respect to technical use of IWB Pedagogical exploitation of the IWB: objectives and activities Teaching objectives: language skills and subskills Coding framework 85

4 Contents ix Results Overall results Results by educational sector IWB- mediated activities: tasks versus pedagogical exercises Coding framework Results Summary of findings with respect to pedagogical exploitation of the IWB Summary 97 4 Explaining Innovative Experimentation: Teacher Beliefs, Goals and Competences Overview Perceptions of IWB- mediated teaching practice Initial impressions: reactions to first round of video clips Second impressions: reactions to second round of video clips Final impressions: reactions to finished website Pros and cons of IWB- supported language teaching Observing authentic examples of teaching practice Different forms of professional development Encouraging peers to adopt technology in teaching Summary of teacher perceptions of practice examples Technological efficacy and beliefs about IWB Questionnaire items Questionnaire responses Engagement with professional development opportunities Summary: development of teacher efficacy and CoP engagement 122 Part III Learning to Implement Innovation: Stages of Development 5 Starting Out: Early Stages of Technology Integration Gilles: experienced teacher, stable IWB efficacy Techno- pedagogical profile Efficacy and engagement 130

5 x Contents 5.2 Clothilde: novice teacher, new IWB user Techno- pedagogical profile Efficacy and engagement Ivan: high IWB efficacy, low engagement Techno- pedagogical competences Efficacy and engagement Summary of peripheral participant profiles Gaining Confidence: Developing a Technical Repertoire Aline: experienced teacher, increasing IWB efficacy Techno- pedagogical profile Efficacy and engagement Helena: experienced teacher, new IWB user Techno- pedagogical development Efficacy and engagement Eléa: novice IWB user, increasing efficacy and engagement Techno- pedagogical profile Efficacy and engagement Summary of semi- peripheral participant profiles Moving Forward: Towards Innovative Practice Fabienne: new teacher, high IWB efficacy Techno- pedagogical profile Efficacy and engagement Bérangère: experienced teacher and IWB user, high engagement Techno- pedagogical profile Efficacy and engagement Delphine: high IWB efficacy and engagement, pedagogical engagement Techno- pedagogical profile Efficacy and engagement Summary of core participant profiles Developmental Dimensions of Innovation Dimensions of IWB- mediated teaching Developmental stages for French itilt project teachers Developmental framework for technological innovation with the IWB Practical and technical dimensions 200

6 Contents xi The pedagogical dimension The reflective dimension Assessing teaching development towards innovative IWB- mediated language teaching Further considerations for future research and teacher education Assessment instruments Directions for further investigation 210 Conclusion 213 Appendices Appendix A: IWB and ICT efficacy (itilt pre- and post- project questionnaire) 216 Appendix B: IWB use: tools/features, teacher/learner access, language teaching objectives 219 Appendix C: Reflection on technology- mediated teaching practice 221 Notes 223 References 227 Index 233

7 Introduction This volume investigates the implementation of technological innovation in language teaching in regular classroom contexts. It reports on a collaborative action research project which aimed to support teachers in integrating the interactive whiteboard (IWB) into the teaching of English as a Foreign Language (EFL), as well as to research the process of learning to teach in new ways. It will help practising teachers and teacher educators reflect on innovation in terms of ICT use and methodology, and provide a framework for technology integration to guide professional development. The book is suitable for pre- and in- service teacher education courses, as well as for independent study. Using a case study approach to the integration of IWB- mediated activities by language teachers in primary and secondary school settings, this study documents the development of IWB- mediated teaching practice in relation to the beliefs, goals and competences of nine EFL teachers in France. It shows how teachers with differing experiences and objectives designed and implemented classroom activities using the IWB, comparing their classroom practice with reflective commentary on how they and other teachers used this tool to teach languages. The study also aims to highlight the ways in which a collaborative action research project of this kind can both stimulate and support teachers in innovative experimentation as well as enhance our understanding of the challenges and opportunities inherent in implementing technological innovation. The book is divided into three parts. Part I reviews background literature on factors affecting teachers implementation of innovation, together with the action research framework used in the project. This will help teachers using the book for independent professional development or those in formal training programmes to situate their practice 1

8 2 Interactive Whiteboards for EFL with respect to current research and encourage them to consider experimentation in their own contexts. The second part of the book describes the research method used to investigate teachers technological innovation in the classroom and to gain insights into factors affecting change. Here readers have the opportunity to consider the relationships between technological affordances, pedagogical beliefs and objectives, and the design and implementation of learning activities with concrete examples of classroom practice and quotations from teachers. Throughout the book the text includes boxed material in the form of mini- summaries, participant quotes, transcripts of classroom interaction, and reflective questions directed at both teachers and teacher educators. The aim is to encourage critical assessment of different aspects of data collection procedures, analysis and findings, and help readers relate these to their own practice and contexts. In the final part of the volume, case studies of individual teachers are presented as illustrations of three composite teacher development profiles. The findings are then integrated into a developmental framework for technological innovation in the final chapter of Part III. Teachers and teacher educators can relate the proposed developmental stages to their own experience and consider the implications for their own professional development or for the design of teacher education courses and programmes in the areas of computer- assisted language learning (CALL) or technology- enhanced language learning (TELL).

9 Index action research, 32, 37 8, 41 2, (see also collaborative action research) affordance, 27, 30 1, 33, 65, 69, 70, 80, 153, 155, 177, 210, , 228 Alexander, J., 63, 98, 226 Bandura, A., 17 21, 65 Beauchamp, G., 31 2, 85, 98, 201 2, 204, 226 behaviourism, 6 8, 14 17, 23, 91, 155, 161 3, 170, 178 9, 196 Borg, S., 18, 22 3, 37, 70, 155 Breen, M., 13, 16 Burns, A., 36 8, 41, 59, 66, 70, 214 case studies Aline (primary teacher), 17, 43, 72, 118, 121, 150 6, 170, Bérangère (primary teacher), 43, 118, 121 2, , 193, 196 7, 202 Clothilde (primary teacher), 43, 118, 121, 123, , 148 9, 195 Delphine (primary teacher), 43, 118, 119, 122, , 196 7, Eléa (lower secondary teacher), 43, 118, 121, 123, , 196, 201 Fabienne (lower secondary teacher), 43, 118, 122, 171 9, 193, 196 7, 204 Gilles (university teacher educator), 43, 94, 118, 121, , 149, 195 Helena (upper secondary teacher), 43, 118, 121, , 170, 195 6, 201, 203 Ivan (upper secondary teacher), 43, 116, 121, 123, 143 8, 149, 195, classroom examples (see Boxes, xiv) Cobb, T., 16 coding, 71, 74, 78 80, 83, cognitivism, 6, 8 10, 17 collaborative action research (CAR), 24, 35 59, 64 5, 108, communicative language teaching (CLT), 5 7, 9 17, 23 4, 38 9, 64 5, 70, 85, 177 communities of practice (CoP), 60 6, Cutrim Schmid, E., 23, 30, 33, 39, 66, 70, 201, 210 data collection, 41 2, 44 7, 50 8, 64 filming, 38, 41, 45 7, 50 1, 224, 225 interviews, 36, 41 2, 45, 51 4, 209, 221 questionnaires, 36, 42, 45 6, 53 8, 100 7, 209, Davis, F., 27 educational sector primary, 24 6, 38 9, 43 4, 52, 94, 202 3, 223, 225, (see also Aline, Bérangère, Clothilde, Delphine) lower secondary, 44, 95 (see also Eléa, Fabienne) upper secondary, 44, 50, (see also Helena, Ivan) university, 44, 94, (see also Gilles) examples IWB-mediated practice, 49, 72, 81, 91 5, 136, 144, 161, 188 professional development activities, see Boxes, xiv filming, 38, 41, 45 7, 50 1, 224, 225, (see also data collection) Google+, 36, 62 4, , 127, 174 7, 182, , 223, (see also community of practice) grammar, 6 8, 10 6, 23 4, 39, 48, 65, 70, 87,

10 234 Index grammar-translation, 15 16, 23 4 Gray, C., 28, 30 Guichon, N., 27, 48, 70 Hauck, M., see Guichon Hennessy, S., 28 33, 70, 201, 203, 211, 214, Hillier, E., 21, 27, 56, 213, 226 institutional factors, 32, 36, 39 40, 43, 59, 64, 161, 207, 214 interactive whiteboard brands, 47 ebeam, 142, 185 einstruction, 47, 156, 164, 171, 179, 185 Promethean, 47, 134, 150 research, 27 33, 70 SMART, 47, 128, 130, 164 software, 28, 33, 44, 47 8, 50, 81, 84, 93, 109, 128, 154, 156, 167 7, 200, 201, 203, 205 7, 211 tools and features, 48, 71, 78 85, 97, 195 6, 201, 203, 206 9, 219 interactivity, 28, 31 2, 69 70, 111, 191, 203, 207 pedagogical, 166, 207 technical, 28, 31, 177, 184 5, 193, 196 7, 200 1, 207, 215 interviews, 36, 41 2, 45, 51 4, 209, 221, (see also data collection) learner, 36, 41 2, 45, 51 3, 58, 100, 223 semi-structured, 33, 51 2, 221 teacher, 33, 36, 41 2, 45, 51 4, 214, video-stimulated recall, 23, 33, 36, 42, 45, 66, 221 itilt project, 20 1, 24, 30, 33, 35, 36, 38, 41, 47 50, 53, 56 9, 62 3, 78, 85, 98, 106, 131, 209, 216, 221 teaching resources, video examples, 91 5 website, 50, 52, 53 8, 70 1, 80, 90, , 168 9, 177, 205, 209 Jewitt, C., 29, 31, 32 Kessler, G., 20 1 Lave, J., 60, 61, 66, 70 legitimate peripheral participation 61, 149, (see also participation) Lewin, K., 37 listening, 6, 12, 15, 72 3, 85 6, 128, 136, 151, 188, 220 London, L., see Hennessy methods see teaching methods mobile devices, 171, 201, 147, participation, 60, 121 3, core, 182, 193 peripheral, 61, 127, 195 semi-peripheral, 150, 164, , practitioner, 40, 43 4, 64, 212 primary teaching, see case studies professional development, 1 2, 20 6, 30 3, 39 40, 47, 99, 100, , 124, (see also Boxes, xiv) pronunciation, 15, 31, 87, 88 92, 97, 162, 179, 220 questionnaires, 36, 42, 45 6, 53 8, 100 7, 209, , (see also data collection) reading, 7, 12, 14, 15, 48, 72 3, 86, 91, 162 3, 220 results, 76 7, 80 3, 88 9, 95 7, 101, 104, 107, 109, 117, 120, secondary teaching, see case studies self-efficacy, 18 22, 33, 40, , 122 4, 200, 211, (see also Bandura, teacher efficacy) situated learning (see also community of practice, Lave, Wenger), 61 5, 213 socio-constructivism, 8 11, 60 4 speaking, 14 15, 34, 75, 85 6, 220 special educational needs (SEN), 29, 43, 44, spelling, 87, 88, 89, 90,

11 Index 235 task-based language teaching (TBLT), 5 6, 9, 13 16, 24, 39, 64 5, 70, 97, 161, 177, 184 teacher beliefs, 17 24, 30, 32 3, 38 9, 62, 65, Chapter 4, , cognition, 17 8, 22 3, 33, 124, 213 development, 30 1, , 172, 193 4, , 208, education, 6, 14, 22, 28, 40, 48, 49 50, 64 5, 98, 194, 205, efficacy, 17 22, 33, 65, , 115, 118, 122 4, 213 teaching methods (see communicative language teaching, grammartranslation, and task-based language teaching) technology acceptance, 27 integration, 20, 27 9, 38 9, 69 70, , Chapter 8 techno-pedagogical competences, 28, Chapter 3 profiles, 129, 135, 142, 152, 157, 165, 173, 180, 186 university teaching, see case studies vocabulary, 7, 11, 12, 14, 26, 31, 70, 79, 87 9, 90 3, 183, 220 Wenger, E., 60, 66, 70 writing, 11 12, 78, 79, 81, 86, 219