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

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Bibliographic Details
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]
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Database:	Education Research Complete

Description
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]
ISSN:	20674627