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Teaching Aids for the Interactive Whiteboard: The Trainee Teacher as a Materials Designer.

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Title: Teaching Aids for the Interactive Whiteboard: The Trainee Teacher as a Materials Designer.
Authors: Smits, Tom1 tom.smits@uantwerpen.be, Simons, Mathea1 mathea.simons@uantwerpen.be, Deprez, Johan1 johan.deprez@uantwerpen.be
Source: Journal of Didactics. Dec2013, Vol. 4 Issue 2, p146-165. 20p.
Subject Terms: *Student teachers, *Interactive whiteboards, *Didactic method (Teaching method), *Distance education, *Classroom environment
Geographic Terms: Antwerp (Belgium)
Abstract: In 2011 thirteen pre-service teachers participated in a University of Antwerp e-learning project involving the development and design of didactic modules for the Interactive Whiteboard (IWB) used in French, German and Spanish L2 classes. The project was part and parcel of the European interactive Technologies In Language Teaching programme (iTILT). This article will focus on the subject-related, i.e. linguistic, quality of the products, shedding some light on the participants' language proficiency. To this end we will zoom in on the development process proper because it provides information on trainee teachers' views on the requirements of qualitative interactive teaching aids. Next to analysing the developed modules from a linguistic perspective, we also look at the logs all partaking teachers-to-be had to keep reflecting on their experiences and at the peer reviews they wrote about each other's products. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Didactics is the property of Journal of Didactics and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Didactics%22">Journal of Didactics</searchLink>. Dec2013, Vol. 4 Issue 2, p146-165. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Interactive+whiteboards%22">Interactive whiteboards</searchLink><br />*<searchLink fieldCode="DE" term="%22Didactic+method+%28Teaching+method%29%22">Didactic method (Teaching method)</searchLink><br />*<searchLink fieldCode="DE" term="%22Distance+education%22">Distance education</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink>
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  Data: In 2011 thirteen pre-service teachers participated in a University of Antwerp e-learning project involving the development and design of didactic modules for the Interactive Whiteboard (IWB) used in French, German and Spanish L2 classes. The project was part and parcel of the European interactive Technologies In Language Teaching programme (iTILT). This article will focus on the subject-related, i.e. linguistic, quality of the products, shedding some light on the participants' language proficiency. To this end we will zoom in on the development process proper because it provides information on trainee teachers' views on the requirements of qualitative interactive teaching aids. Next to analysing the developed modules from a linguistic perspective, we also look at the logs all partaking teachers-to-be had to keep reflecting on their experiences and at the peer reviews they wrote about each other's products. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Didactics is the property of Journal of Didactics and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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      – SubjectFull: Didactic method (Teaching method)
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              M: 12
              Text: Dec2013
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