John Dewey, My Pedagogic Creed, 1897

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INNOVATING EDUCATION THROUGH INTERNATIONAL ICT-
COLLABORATION Helsingor, 9-13 March
2011Content and I.I.W. (Interactive
Whiteboard) Integrated Learning how to cope
with language, content and tools challenges on a
primary school scenario
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South Tyrol where is it ?
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Who are we ...?
the map game the alphabet game
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CLIL CONTENT AND L.I.M.

• CLIL
• Content and L.I.M. (Interactive Whiteboard)
  Integrated Learning how to cope with language,
  content and tools challenges on a primary school
  scenario

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HOW OR WHY ?

• little attention is given to everyday practices
  of using IWB technology and the analysis of
  classroom interaction. This way, the focus tends
  to be more on the teaching with the technology
  and less on the effects of the technology on
  learning. (Schmid, 2009 p. 43 )

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WHAT IS CLILWHAT IS NOT

• CLIL an umbrella term
• Clil is defined as an approach in which a
  foreign language is used as a tool in the
  learning of a non-language subject in which both
  language and the subject have a joint role
  (Marsh, in Coyle 2006)?
• Do Coyle the 4 C.s Content, Communication,
  Cognition, Culture
• NOT TRANSLATION BUT INTEGRATION ! and how
  CLIL are you ?

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CLIL any topic, age, language

• Project Music in English Prokofiev's Peter and
  the Wolf

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CLIL any topic, age, language
Project Around town Social studies and English
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Language sensitive learning and teaching.. CLIL..
Second language learning..language across the
curriculum
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FROM ZERO TO IWB-CLIL !

• Springboard for the use of the additional
  language (students, school, teachers)?
• General shared aims
• High levels of achievement (curriculum based)?
• Long term commitment
• Strong leadership and vision
• Parents involvement
• Resources and training
• Adapted from Immersion Handbook, Tallin, 2005

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IWB FOR MODELLINGWHAT DO CHILDREN NEED ..

• From a very young age, children have an
  instinctive desire to relate emotionally and
  socially to other people. They are also driven to
  construct understandings and make sense of the
  world around them. In order to do this, children
  use every clue they have at their disposal what
  they can see, touch and hear in their immediate
  environment, their perception of the social
  context, their previous experience of human
  purposes and intentions, their affective
  relationship with immediate interlocutors, and
  the way language is used, including intonation
  and social interaction
• Provide opportunities to demonstrate
  understanding - a powerful way of fixing
  understanding in childrens minds is to provide
  them with plenty of opportunities to show they
  know. This may be, for example, by giving a
  short presentation, creating a parallel version
  of a story or poem, or acting out a role play to
  the class.
• http//carolread.wordpress.com

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..visual aidsJohn Dewey, My Pedagogic Creed,
1897

• I BELIEVE THAT MUCH OF THE TIME AND ATTENTION NOW
  GIVEN TO THE PREPARATION AND PRESENTATION OF
  LESSONS MIGHT BE MORE WISELY AND PROFITABLY
  EXPENDED IN TRAINING THE CHILD'S POWER OF IMAGERY
  AND IN SEEING TO IT THAT HE WAS CONTINUALLY
  FORMING DEFINITE, VIVID, AND GROWING IMAGES OF
  THE VARIOUS SUBJECTS WITH WHICH HE COMES IN
  CONTACT IN HIS EXPERIENCE.

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LABEL AND LEARNWORDS ARE GLUED TO IMAGES

• Mental images include
• Visual
• Auditory
• Tactile
• Kinaesthetic
• Olfactory
• Gustatory

Aristotele..impossible to think without a mental
picture
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Step 1. IMAGERY WORK IN THE CLIL-CLASSROOM

• Establish relationship Connect with ss
  accostumed with high external visual exposure
  (video, computers,tv)
• Language is a translation of something else, a
  conversion from non-linguistic images which stand
  for entities, events, relationships and
  inferences
• Damasio, A. The Feeling of what happens body,
  emotion and the making of consciousness. London,
  Vintage 2000,17

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Step 2. I _ _ _ _ _ Y WORK IN THE CLASSROOM with
IWB

• A chance to go inside
• Expand attention spans
• Connect words with relevant experiences and
  emotional responses (Images are always relevant
  and personalif they come from within)
• Train memory and learning skills (identity, self
  concept)
• Variety on non verbal referents (realia, objects,
  learning objects, events, behaviors, games,
  emotions, rituals)
• EXPERIENCEEMOTIONIMAGESLANGUAGE
• If you cant imagine you cant read. interact
• Apapted from J. Arnorl, H. Puchta, M.
  Rinvolucri. Imagine That. Mental imagery in the
  EFL classroom. Helbling2007

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What is interactivity ?

• Definition in computers, interactivity is the
  dialog that occurs between a human being (or
  possibly another live creature) and a computer
  program.
• http//searchsoa.techtarget.com/definition/interac
  tivity
• involving people communicating with each other
  and reacting to each other
• http//www.macmillandictionary.com/thesaurus/briti
  sh/interactiveinteractive_

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WHAT DOES INTERACT.REALLY MEAN ? WHAT OR WHO
MAKES IWBINTERACTIVE ?

• Participation manifest by observable behaviour
  (answering or asking questions)?
• nature of response elicited by the teacher (Y/N,
  Wh- questions)
• patterns of teachers response to students'
  contributions (feedback /encouragement/ inhibit)
• it is not what happens on the board that matters
  it is what happens because of the board !

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S.W.O.T IS THE I.W.B. HARMFUL OR HELPFUL ?

• Perceived pedagogical challenges
• What is a blackboard ?List in 10 seconds at
  least 5 things you do at the blackboard starting
  NOW !!

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S.W.O.T IWBHELPFUL ?

• A BOARD FOR
• for writing and drawing (nothing new)?
• but also
• for typing
• for displaying
• presenting
• annotating
• making it bigger, smaller, turning it around,
  flip, moving what you write, save it, and
  prepare lesson in advance and edit it in class
• always a new page at disposal

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Old or new tools Can I make it better with Iwb,
is IWB the best way to do it ?
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UPDATING PLANNINGnew tools ?
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UPDATING 3P.sPLAN-PRESENT-PRACTICE
SCAFFOLDING TOOLS
CLIL Project Art and English
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BENEFITS FOR STUDENTS

• Motivation
• Multisensorial input
• Involvement taking the stage
• IWB is not a teachers tool but a resource for
  whole class Ss are part of the lesson NOT just
  the audience (modelling, scan their texts..)?
• Think aloud and through coloured images
• Talking at the board
• Modelling and sharing (listen to and witnessthe
  inner dialogue and decision producing a text)

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BENEFITS FOR TEACHERS

• Motivation (the image I have of myself)
• Visual teacher (mind maps, brainstorming, warming
  in, saved pre-written texts editing)?
• Modelling (www community and twinning)
• Wider variety of learning resources (authentic)
• More effort in planningless planning time
• More interaction
• More effective explanations for all learning
  styles
• Enhances communication between peers and
  communities
• CLIL less code switching doing with the
  language
• Bridging, adapting
• Body language and eye contact

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CLIL AT/WITH THE INTERACTIVE WHITEBOARD A NEW
LEARNING ENVIRONMENT
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IWB AND TWINNING a point of integration of
technologies and communities
Twinning project Italy Norway
http//aida.fuss.bz.it/campus/main/document/docume
nt.php?cidReqICBZ1DANTEcurdirpath/smart_clil
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IWB AND TWINNING
Twinning project Italy Norway
http//aida.fuss.bz.it/campus/main/document/docume
nt.php?cidReqICBZ1DANTEcurdirpath/smart_clil
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PERCEIVED PEDAGOGICAL CHALLENGES

• Attention spans
• Not more than 20 minutes with or at the IWB
• Colour overload (Too rich input )?
• Too much .ppt
• Too much teacher talking time (teacher-and/or
  IWB-centred lessons)?
• IWB as a physical barrier forbidden to touch
• Lazy dont have to imagine
• Focusing on the ICT and forgetting the children
• Rules and habits

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COPING WITH CHALLENGES CHECKLIST

• PLACEMENT OF THE IWB (height, doors, windows,
  walls, lamps, blinds)?
• SITTING ARRANGEMENT (U shape)?
• DESKS ARRANGEMENT (room for group work, max 5
  around the IWB)?
• COMPUTER, INTERNET CONNECTION, WIRELESS KEYBOARD,
  SPEAKERS, PRINTER, SCANNER
• DOWNLOAD SOFTWARE AT HOME
• USE IT DONT BE USED BY IT (a resource for the
  whole class)?
• STEP BY STEP (how many teachers in class ?)?
• BE FLEXIBLE and PATIENT
• HAVE THE IWB READILY AVAILABLE (set the stage
  before class)?
• BE BACKED ASK AND GET HELP
• TRAINING ON THE JOB (tutorials on line, blogs,
  have a go!)

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THINGS TO REMEMBER

• 1. DOWNLOAD the IWB and install it onto your
  home computer
• 2. IN CLASS turn the Iwb on and simply start
  using it as a normal blackboard
• 3. SAVE your lesson and re-visit it at home
  what can you add, edit, implement and go back in
• next lesson
• 4. DO NOT expect to know everything from scratch
• 5. ASK your ICT technician, IWB is a point of
  integration of other technologies
• 6. SORT free pre-made IWB resources and use them
  as a base for exploring curriculum based
  activities
• 7. SET up a repository
• 8.START PLANNING your lesson plans as
  interactive and digital learning objects
  (tutorials)?
• 9. DO NOT OVERLOAD choose IWB when necessary

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COPING WITH LANGUAGE, CONTENT AND TOOLS
CHALLENGES the teacher IWB

• Cope with the lack of CLIL resources (selection,
  adapting, editing, replanning, sharing)? and the
  cognitive challenges by visualizing concepts
• Embed scaffolding, brighten up the classroom and
  improve students understanding, springboard for
  higher level cognitive skills
• Less code-switching by means of greater use of
  body language and visuals
• Bridge ORACY as well as READING AND WRITING

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A LONG WAY TO GO ...A CHANGE IN SKILLS TASSONOMY
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TO IWB OR NOT TO IWB ?

• Research has shown that he context determines any
  effects which ICT may have on attainment ..
• ICT is just a tool it's the teaching that counts
  soWHAT CAN THE IWB DO FOR ME?
• REMEMBERthe good teacher is you NOT the IWB !!

TECHNLOLOGY STILLS NEEDS A TEACHER
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IWB is like a LANGUAGEpeople do not learn
languages and then use them, but people learn
languages by using them (Eskey 1997)?

• Clil and Iwb are powerful tools that enhance
  PROCESS that bring about CHANGE
• school is an ecosystem
• introducing the IWB in one classroom with affect
  all the system
• so focus on all passive or active stakeholders
  that are affected by or may influence you

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IWB DEBATE WHERE DO WE STAND ?

• DO OLD THINGS IN OLD WAYS
• DO OLD THINGS BUT IN NEW WAYS
• DO NEW THINGS IN NEW WAYS

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WHERE DO WE STAND AN ITALIAN PERSPECTIVE

• Precariously working conditions up to 44 years of
  age
• 70 of staff is older than 46 years
• only 7 schools have Internet connection in class
  
• 40 IWB teachers are not ICT specialist but
  special teacher

http//piercesare.blogspot.com/2010/12/la-scuola-
le-lim-e-i-guerrieri-nel.html http//www.didainfo
rmaticaprimaria.blogscuola.it/?cat57
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MAKE THE DIFFERENCE, BE THE DIFFERENCE
Europe- South Tyrol (Italy) BOLZANO-BOZEN, via
Cassa di Risparmio / Sparkassenstrasse
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Thank you for your attention !ANY QUESTIONS..

• Maria Elena Picone
• Primary and Lower Sec. School
• Bolzano -South Tyrol (Italy)
• Maria-Elena.Picone_at_scuola.alto-adige.it