Interactive White Board (IWB) in English Language Class
DOI:
https://doi.org/10.21776/ub.Educafl.2019.002.02.03Keywords:
IWB, technology, English ClassAbstract
Interactive White Board (IWB) in English Language Class
Istiqomah Wulandari, M. Ed.
Study Program of English of Department of Languages and Literature, Faculty of Cultural Studies Universitas Brawijaya Malang Indonesia
The education sector has been affected by the growth of technology and has taken great advantages in connecting science and technology sides by side to reach the outmost result. One of the emerging technology devices used in teaching and learning in the classroom is the Interactive White Board (IWB) (Becta, 2004). Many researchers have been conducted to see how the implementation of IWB in the class room, such as the researches done by Cuthell in 2010 and by Kennewell (2006) shown that IWB adds some positive values in teaching and learning experiences. Based on that phenomenon, I decided to analyse and investigate the usage of IWB in the classroom and try to see their implications to TESOL particularly in area of technology use in language learning.
Keywords: IWB, technology, English Class
Â
ÂReferences
References
Aldrich, F., Rogers, Y., & Scaife, M. (1998). Getting to grips with ‘‘interactivityâ€: Helping teachers assess the educational value of CDROMs. British Journal of Educational Technology, 29(4), 321–332.
Becta. (2004). Getting the most from your Interactive White Board. A guide for primary schools. British Educational Communication and Technology Agency. UK. Retrieved September 12, 2012 form www.dit.ie./lttc/media/ditlttc/documents/gettingthemost.pdf
Bell, M. (2000). Why use an interactive whiteboard? A baker’s dozen reasons!.Teachers.Net Gazette, Vol.3, No. 1, January 2002. Retrieved September 12, 2012, from http://Teachers.net/gazzete/JAN02/mabell.html.
Brown, H.D. (2000). Principles of language learning and teaching. New York: Addison Wesley Longman.
Cekaite and Aronsson (2005) in Chen, H. (2012). EDGT 930 on campus-delivery Autumn 2012. The University of Wollongong.
Celce-Murcia, M., & Larsen-Freeman, M. (1999). The grammar book: An ESL/EFL teacher's course (2 ed.). Boston: Heinle& Heinle.
Chen, H. (2012). EDGT 940 on campus-delivery Spring 2012. The University of Wollongong.
Cuthell, J.P. (2010). The Impact of Interactive White Boards on Teaching, Learning, and Attainment. MirandaNet Academy. The United Kingdom. Retrieved September 12, 2012, from www.virtuallearning.org.uk/wp-content/upload/2010/10/impact -of-iwb.pdf
Dostal, J. (2011). Reflection on the use of Interactive White Board in instruction in International Context. The New Educational Review. 2011 vol.25.no.3.p.205-220.ISSN 1732-6729. Retrieved September 12, 2012 from www.jtie.upol.cz.
Ellis, R. (1997). Second language acquisition. Oxford: Oxford University Press.
Greiffenhager, C. (2000) in Becta (2004). Getting the most from your Interactive White Board. A guide for primary schools. British Educational Communication and Technology Agency. The UK. Retrieved September 12, 2012, from www.dit.ie/lttc/media/ditlttc/documents/gettingthemost.pdf
Harmer, J. (2007). The practice of English language teaching (4th.ed). Harlow. England. Pearson Education.
Kennewell, S. (2006) in Schuck, S. & Kearney, M. (2007). Exploring pedagogy with interactive whiteboards. Retrieved September 13, 2012, from www.dec.nsw.gov.au/detresources/pedagogy_sVIYVjvNJH.pdf
Kennewell, S., and Morgan, A. (2003). Student teachers' experiences and attitudes towards using interactive whiteboards in the teaching and learning of young children. Proceedings of young children and learning technologies conference. Sydney: International Federation for Information Processing.
Lightbown, P, and Spada, N. (2006). How languages are learned (3rd ed). Oxford: Oxford University Press.
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43–52.
McDonough, S. (2002). Applied Linguistics in Language Education. London: Arnold.
Nassaji, H. & Fotos, S. (2004). Current developments in research on the teaching of grammar. Annual Review of Applied Linguistics, 24, 126-145.
Nassaji, H. (2000). Towards integrating form-focused instruction and communicative interaction in the second language classroom: some pedagogical possibilities. The Modern Language Journal 84, 241-250.
O’hara, S. & Pitchard, R. (2009). What is the impact of technology on learning. Pearson Allyn Bacon Prentice Hall. Retrieved September 12, 2012, from www.education.com/reference/article/what-impact-technology-learning/
Piaget, J. (1972). Play, Dreams, and Imitation in Childhood. Routledge and Kegan Paul. London.
Romano, M. (2003). Empowering teachers with technology. Scarecrow Press. UK
Schmid, E.C. (2008). Potential pedagogical benefits and drawbacks of multimedia use in English language classroom equipped with interactive whiteboard technology. Computers and Education 51 (2008) 1553-1568. Retrieved September 12, 2012, from www.elsevier.com/locate/compedu/pdf
Tomlinson in Carter, R, and Nunan, D. (2001).The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press.
Tomlinson, B. (Ed). (2003). Developing materials for language teaching. London: Continuum.
Vygotsky. (1978). Society in Mind. Harvard University Press.
Weininger, O. (1978).Play and the Education of the Young Child Education. Retrieved Sept 12, 2012, from www.cyc-net.org.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
