ICT and MFL
Interactive whole class teaching through ICT
Papers & Further reading | Editorial reviews | Tasks for trainees
Focus
A particularly challenging aspect of MFL teaching and learning is that subsequent
activity, and progress towards more independent modes of learning, are heavily
dependent on an initial phase of whole-class teaching. It is essential that
this very direct input via presentation and practice be visually stimulating,
maintain pupils’ attention, offer gradually increasing levels of challenge,
support rapid and effective memorisation, aid pronunciation, assimilate
the spoken and written forms of the language, and actively engage the pupils’
participation at a crucial phase of the learning process. Succeed in ensuring
rigorous and prolonged exposure to, and interaction with, the language being
studied at this stage, and the teacher will have created a sound platform
for a more autonomous follow-up activity base.
Specific objectives should include: sourcing of appropriate presentational tools and equipment, familiarisation with the use of particular ICT tools and software, and the integration of emerging technologies with sound pedagogic principles and good language teaching and learning strategies. Thus it is hoped the student teacher will perceive ICT-resourced whole-class teaching as a crucial tool which effectively addresses a whole range of pedagogical challenges in a very particular aspect of MFL teaching and learning.
Study of this topic has the potential to address aspects of the following
range of QTS standards, depending on the trainer’s particular emphases:
| Professional attributes | |
| Relationships with children and young
people |
Q1 |
| Frameworks |
Q3 (b) |
| Personal professional development | Q7, Q8, Q9 |
| Professional knowledge and understanding | |
| Teaching and learning |
Q10 |
| Subjects and curriculum |
Q14, Q15 |
| Literacy, numeracy and ICT |
Q16, Q17 |
| Achievement
and diversity |
Q18, Q19 |
| Professional skills | |
| Planning | Q22, Q23 |
| Teaching | Q25 (a) (b) (c) (d) |
| Reviewing teaching and learning | Q29 |
Tasks for trainees
Group discussions
What does the term ‘interactive’ mean in the context of whole-class teaching?
What makes an activity ‘interactive’?
Create as quickly as possible some flashcards to teach your fellow student teachers 5 items of vocabulary, in a language of your choice. Now repeat the exercise, but use a software programme such as PowerPoint for the same purpose. Discuss the benefits and pitfalls of each of the presentational devices.
Observation focus
Arrange to observe classes in order specifically to familiarise yourself
with use of interactive whiteboards in whole-class teaching. What role does
the technology play in engaging the learners’ attention?
During an initial presentation and practice of new language that you observe, how are text, visual images and audio files used and combined to enhance the pupils’ learning experience?
Check your planning
If you are presenting and practising language using a PowerPoint slide show
this week:
Review the extent of your pupils’ participation in the sequence by writing
down exactly how pupils are expected to respond to each slide of your presentation.
Does the level of challenge increase progressively?
Does the slide show favour the preferred learning styles of a particular
group of pupils? Does the rest of your lesson cater for those of the other
pupils?
