Developing competencies for using the interactive whiteboard to implement communicative language teaching in the English as a Foreign Language classroom

Abstract

This paper discusses the findings of a case study conducted with an English as a Foreign Language (EFL) teacher at a German secondary school. This case study is part of a research project that investigates the new competencies that EFL teachers need to acquire in order to be able to use the interactive whiteboard (IWB) to develop their practice, informed by a socio‐cognitive approach to computer‐assisted language learning. The findings point towards various competencies developed by the teacher as she integrated the technology into her teaching, namely: (a) the ability to design IWB‐based materials which support opportunities for learner interaction with the whiteboard and with the learning content; (b) the appropriate management of interaction around IWBs in a way that ensures all learners are provided with opportunities to become actively involved; and (c) the ability to find the ‘right balance’ of technology use.

Keywords:

• interactive whiteboard
• language teaching
• teacher education

Acknowledgement

This research project is funded by a grant from the Ministerium für Wissenschaft, Forschung und Kunst Baden‐Württemberg, Germany.