作者简介 肖纳·怀特,Shona Whyte is Associate Professor of English(MaTtre de Conferences) at Universite Nice Sophia Antipolis,France.She has CO-edited a book entitled Teaching Languages with Technobgy:Communicative Approaches to Interactive Whiteboard Use,and has published widely in a variety of journals on task—based language teaching,language teacher education, and technology—enhanced language learning.
目录 List of Figures,Tables and Boxes Series Editors Preface Acknowledgements List of Abbreviations Introduction PartⅠ Researching Innovative Language Teaching 1 Innovation in Language Teaching:Pedagolcal and Technological Dimensions 1.1 Language teaching and learning theory 1.1.1 From grammar-translation to communicative teaching:behaviourist and cognitivist learning theories 1.1.2 Communicative and task-based language teaching:constructivist and socio-constructivist approaches 1.1.3 Implications for today’S language teachers 1.2 Teacher beliefs:teacher efficacy and teacher cognition 1.2.1 Teacher efficacy 1.2.2 Teacher cognition 1.3 Technology integration and IWB research 1.3.1 Technology integration 1.3.2 The IWB in educational settings 1.3.3 IWB-mediated language teaching 1.3.4 Developmental frameworks for teaching wtth the IWB 1.3.5 Professional development for IWB-supported teaching 1.4 Summary of background literature 2 Collaborative Action Research and Communities of Practice 2.1 Overview 2.2 Collaborative action research 2.3 Method 2.3.1 Participants and teaching contexts 2.3.2 Data collection 2.3.3 Participant training 2.3.4 Filming 2.3.5 Interviews 2.3.5.1 Learner focus group interviews 2.3.S.2 Video-stimulated recall interviews with teachers 2.3.5.3 Teacher focus group discussions 2.3.6 Questionnaires 2.3.6.1 Pre-and post—training questionnaires 2.3.6.2 Reactions to project video clips 2.3.6.3 iTIlT website pilot questionnaire 2.3.7 Summary of collaborative action research 2.4 Community of practice 2.4.1 Situated learning 2.4.2 iTILfT Google+circle 2.5 Research questions Part Ⅱ Teacher Beliefs:Researching Views and Supporting Change 3 Techno—Pedagogical Choices in IWB.Mediated Teaching Activities 3.1 Overview of analysis 3.2 Technical exploitation of the IWB:access and toOls 3.2.1 Access to the IWB:teachers or learners 3.2.1.1 Coding framework 3.2.1.2 Results 3.2.1.2.1 Overall results 3.2.1.2.2 Results by educational sector 3.2.2 IWB tools and features:objects and actions 3.2.2.1 Coding framework 3.2.2.2 Results 3.2.2.2.1 Overall results 3.2.2.2.2 Results by educational sector 3.2.3 Summary of findings with respect to technical use ofIWB 3.3 Pedagogical exploitation of the IWB objectives and activities 3.3.1 Teaching objectives:language skills and subskills 3.3.1.1 Coding framework 3.3.1.2 Results 3-3.1.2.1 ,~verall results 3.3.1.2.2 Results by educational sector 3.3.2 IWB—me出ated activities:tasks versus pedagogical exercises 3-3.2.1 Coding framework 3.3.2.2 Results 3.3.3 Summary of findings with respect to pedagogical exploitation of the IWB 3.4 Summary 4 Explaining Innovative Experimentation Teacher Beliefs,Goals and Competences 4.1 CIverview 4.2 Perceptions of IWB—mediated teaching practice 4.2.1 Initial impressions:reactions to first round of video clips 4.2.2 Second impressions:reactions to second round of video clips 4.2.3 Final impressions:reactions to finished website 4.2.4 Pros and cons Of IWB.supported language teaching 4.2.5 Observing authentic examples of teaching practice 4.2.6 Dtf~rent fonTIS of professionai development 4.2.7 Encouraging peers to adopt technology in teaching 4.2.8 Summary of teacher perceptions of practice examples 4.3 Technological efficacy and beliefs about IWB 4.3.1 Questionnaire items 4.3.2 Questionnaire responses 4.4 Engagement with professional development opportunities 4.5 Summary:development of teacher efficacy and CoP engagement Part Ⅲ Learning to Implement Innovation Stages of Development 5 S
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