ICT and MFL
Interactive whole class teaching through ICT
Papers & Further reading | Editorial reviews | Task for traineesThe pros and cons of interactive
whiteboards in relation to the key stage 3 strategy and framework (pdf
document)
Gray, C., Hagger-Vaughan, L., Pilkington, R., Tomkins, S-A. (2005), Language
Learning Journal, 32, pp 38–44
This article explores how the interactive capabilities of computer technology might facilitate the integration of key pedagogical principles and values, as articulated in the key stage 3 strategy and MFL framework, into teachers’ classroom practice.
The research project puts very specific aspects and product under scrutiny: the ‘mode’ is whole-class teaching, the technological hardware is the interactive whiteboard linked to a PC with internet access, the software is Microsoft PowerPoint. This is a highly typical 2005 combination of teaching model and resources.
The study enjoys a combination of tightly structured argument and a very sufficient quantity and quality of data for an initial study in to the area, brought about by a worthy and well documented combination of the expertise of HEI staff in research methodology and reporting, and the expertise of school staff in aspects of emergent practice. As new technologies become available to facilitate fresh curricular criteria, this type of collaborative review and development study offers a rich vein of potential for the future of modern languages teaching and learning.
The teachers’ logs are summarised thematically, revealing an intelligent and balanced analysis of the benefits and potential pitfalls of this integration of specific ICT tools into their teaching and the pupils’ learning. Pupils’ ability to memorise and apply new language, and engage in discussion about language, are seen to be enhanced; lessons are ‘pacier’, more attractively and energetically presented, and enjoy a broader activity base and increased access to language in sentence and textual contexts.
On the other hand, teacher preparation time is increased. Care needs to
be exercised in integrating ICT into effective teaching and learning, so
that sound pedagogical practice is not replaced or lost; (kinaesthetic types
of activity, and working in groupings other than whole-class are particularly
potential areas of neglect). Key to prioritising sound pedagogical principles
will be the provision of quality professional development.
