Hostname: page-component-8448b6f56d-cfpbc Total loading time: 0 Render date: 2024-04-17T22:59:18.464Z Has data issue: false hasContentIssue false
  • English
  • Français

Video-stimulated reflection as a professional development tool in interactive whiteboard research

Published online by Cambridge University Press:  01 September 2011

Euline Cutrim Schmid
Euline Cutrim Schmid*
Affiliation:
University of Education Heidelberg, English Department, Im Neuenheimer Feld 561, 69120 Heidelberg, Germany (email: euline.cutrim.schmid@ph-heidelberg.de)
Get access Rights & Permissions [Opens in a new window]

Abstract

Several authors (e.g., Mcniff & Whitehead, 2006; Wallace, 1998) defend the idea that teachers’ own involvement in research has the potential to encourage professional growth. Journal writing, teacher logs, written narratives and stimulated recall are some examples of methods that have been used by researchers to encourage and support teachers’ reflective practice in teacher-researcher collaborative research. This paper discusses the use of video-stimulated reflection as both a research method and as a means for teacher professional growth. The research findings are drawn from a longitudinal study that investigates a model of Interactive Whiteboard (IWB) technology professional development programme. The research was carried out in the form of seven in-depth case studies with English as a Foreign Language (EFL) teachers in German secondary/vocational schools, as they learn how to integrate the IWB into their teaching. Research data were collected via a variety of research instruments, namely classroom observations and field notes, video recordings of school lessons and teacher training workshops, interviews and video-stimulated reflection. Findings based on the analysis of the copious amount of data gathered indicate that the video-stimulated dialogues were used by the teachers as effective opportunities for reflection, self-evaluation and pedagogical development.

Keywords

Interactive whiteboardlanguage teachingteacher educationvideo-stimulated reflection
Type
Research Article
Information
ReCALL , Volume 23 , Special Issue 3: Special issue on CALL and CMC teacher education research , 01 September 2011 , pp. 252 - 270
Copyright
Copyright © European Association for Computer Assisted Language Learning 2011

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aldrich, F., Rogers, Y.Scaife, M. (1998) Getting to grips with “interactivity”: helping teachers assess the educational value of CD-ROMs. British Journal of Educational Technology, 29(4): 321–332.CrossRefGoogle Scholar
Andrews, S.McNeil, A. (2005) Knowledge about language and the ‘good language teacher’. In: Bartels, N. (ed.), Applied linguistics and language teacher education. New York: Springer, 159–178.CrossRefGoogle Scholar
Beauchamp, G.Kennewell, S. (2010) Interactivity in the classroom and its impact on learning. Computers and Education, 54(3): 759–766.CrossRefGoogle Scholar
Borg, S. (2006) Teacher cognition and language education: Research and practice. London: Continuum.Google Scholar
Cutrim Schmid, E. (2008) Potential pedagogical benefits and drawbacks of multimedia use in the English language classroom equipped with interactive whiteboard technology. Computers and Education, 51(4): 1553–1568.CrossRefGoogle Scholar
Cutrim Schmid, E. (2010) Developing competencies for using the interactive whiteboard to implement communicative language teaching in the English as a Foreign Language classroom. Technology, Pedagogy and Education, 19(2): 159–172.CrossRefGoogle Scholar
Cutrim Schmid, E.Stetter, C. (2008) Houses of the future: mit dem whiteboard das will-future üben. Der Fremdsprachliche Unterricht Englisch (Heft Web 2.0), 96: 42–44.Google Scholar
Cutrim Schmid, E.Schimmack, E. (2010) First steps towards a model of interactive whiteboard training for language teachers. In: Thomas, M.Cutrim Schmid, E. (eds.), Interactive whiteboards: theory, research and practice. USA: IGI Global, 197–214.CrossRefGoogle Scholar
Cutrim Schmid, E.Van Hazebrouck, S. (2010) The interactive whiteboard as a digital hub. Praxis Fremdsprachenunterricht, 2010(4): 12–15.Google Scholar
Dooly, M. (2009) New Competencies in a New Era? Examining the Impact of a Teacher Training Project. Recall, 21(3): 352–369.CrossRefGoogle Scholar
Dudeney, G. (2006) Interactive, quite bored. IATEFL CALL Review, Summer, 2006: 8–10.Google Scholar
Edwards, D.Mercer, N. (1987) Common Knowledge: the development of understanding in the classroom. London: Routledge.Google Scholar
Egbert, J., Huff, L., Levi, M., Preuss, C.Sellen, J. (2009) Pedagogy, process, and classroom context: Integrating teacher voice and experience into research on technology-enhanced language learning. The Modern Language Journal, 93(Focus Issue): 754–768.CrossRefGoogle Scholar
Glaser, B. G.Strauss, A. L. (1967) The Discovery of Grounded Theory: Strategies for Qualitative Research. Chicago: Aldine Publishing Company.Google Scholar
Gray, C. (2010) Meeting teachers’ real needs: new tools in the secondary modern. foreign languages classroom. In: Thomas, M.Cutrim Schmid, E. (eds.), Interactive Whiteboards: Theory, Research and Practice. USA: IGI Global, 69–85.CrossRefGoogle Scholar
Gray, G., Hagger-Vaughan, L., Pilkington, R.Tomkins, S. (2007) Integrating ICT into classroom practice in modern foreign language teaching in England: making room for teachers’ voices. European Journal of Teacher Education, 30(4): 407–429.CrossRefGoogle Scholar
Guichon, N. (2009) Training Future Language Teachers to Develop Online Tutors’ Competence through Reflective Analysis. Recall, 21(2): 166–185.CrossRefGoogle Scholar
Hampel, R. (2009) Training teachers for the multimedia age: developing teacher expertise to enhance online learner interaction and collaboration. Innovation in Language Learning and Teaching, 3(1): 35–50.CrossRefGoogle Scholar
Hong, K. H. (2010) CALL teacher education as an impetus for L2 teachers in integrating technology. ReCALL, 22(1): 53–69.CrossRefGoogle Scholar
Hubbard, P.Levy, M. (2006) Teacher education in CALL. Amsterdam, The Netherlands: John Benjamins.CrossRefGoogle Scholar
Johnson, K. E. (1992) The relationship between teachers’ beliefs and practices during literacy instruction for nonnative speakers of English. Journal of Reading Behavior, 24(1): 83–108.CrossRefGoogle Scholar
Levy, M., Wang, Y.Chenb, N. (2009) Developing the skills and techniques for online language teaching: a focus on the process. Innovation in Language Learning and Teaching, 3(1): 17–34.CrossRefGoogle Scholar
Mathews-Aydinlia, J.Elaziz, F. (2010) Turkish students’ and teachers’ attitudes toward the use of interactive whiteboards in EFL classrooms. Computer Assisted Language Learning, 23(3): 235–252.CrossRefGoogle Scholar
Mcniff, J.Whitehead, J. A. (2006) All you need to know about action research. London: Sage Publications.Google Scholar
Meskill, C. (2009) CMC in language teacher education: learning with and through instructional conversations. Innovation in Language Learning and Teaching, 3(1): 51–63.CrossRefGoogle Scholar
Meskill, C., Anthony, N., Hilliker, S., Tseng, C.You, J. (2006) Expert-novice teacher mentoring in language learning technology. In: Hubbard, P.Levy, M. (eds.), Research in CALL Teacher Education. Amsterdam: John Benjamins, 283–298.CrossRefGoogle Scholar
Orr, M. (2008) Learner perceptions of interactive whiteboards in EFL classrooms. CALL-EJ Online, 9(2), http://www.tell.is.ritsumei.ac.jp/callejonline/journal/9-2/orr.htmlGoogle Scholar
Sandholtz, J. H., Ringstaff, C.Dwyer, D. C. (1997) Teaching with technology: Creating student-centered classrooms. New York: Teachers College Press.Google Scholar
Stockwell, G. (2009) Teacher education in CALL: teaching teachers to educate themselves. Innovation in Language Learning and Teaching, 3(1): 99–112.CrossRefGoogle Scholar
Stickler, U., Batstone, C., Duensing, A.Heins, B. (2005) Distance and virtual distance: Preliminary results of a study of interaction patterns in synchronous audio graphic CMC and face-to-face tutorials in beginners’ language tutorials. In: Proceedings of the 2004 international symposium on applied linguistics and language teaching. Beijing, Shanghai: University of Northern Iowa, 740–750.Google Scholar
Wallace, M. (1998) Action research for language teachers. Cambridge, UK: Cambridge University Press.Google Scholar
Warschauer, M. (2000) On-line learning in second language classrooms: An ethnographic study. In: Warschauer, M.Kern, R. (eds.), Network-based language teaching: Concepts and practice. Cambridge, UK: Cambridge University Press, 41–58.CrossRefGoogle Scholar