The Relationship Between the Use of the IWB e-Learning Tool and Teaching/ Learning English as a Foreign Language

1. “The relationship between the use of the IWB e-learning tool and the teaching and learning English as a foreign language in the seventh year students at Colegio Los Pinos”, in the academic period 2012 – 2013 BY: NELLY A. COSTALES V. DIRECTOR: Dra.Mg. MARÍA TERESA LLUMIQUINGA CODIRECTOR: Lic. Mg. MIGUEL PONCE

2. STRUCTURE OF THE PRESENTATION Research Problem Theoretical Framework Methodological Framework Testing the Hypothesis The Proposal Part I Part II Part IV Part V Part III

3. PART I – RESEARCH PROBLEM Problem Identification Effects Causes E1. HIGH COSTS OF TECHNOLOGICAL EQUIPMENT C1. ECONOMIC FACTORS The teaching process of English is not efficient C2. LACK OF CHILDREN´S ENGAGEMENT TO CLASSES E2. CHILDREN LOSE ATTENTION DURING BORING CLASSES C3. E-TOOLS ARE NOT PROPERLY USED IN CLASSROOM ACTIVITY. E3. NOT USE OF THE E-LEARNING TOOLS

4. PART I – RESEARCH PROBLEM Problem Formulation What is the relationship of the use of the Interactive White Board (IWB) and the learning teaching process?

5. PART I – RESEARCH PROBLEM VARIABLES WORKING OUT • Use of IWB e-learning tool Independent variable • Learning English • as a foreign language Dependent variable

6. PART I – RESEARCH PROBLEM Variables working out • Relationship between the use of the IWB • e-learning tool and teaching and learning English as a foreign language Relationvariable

7. PART I – RESEARCH PROBLEM Objectives • General • To determine the relationship of the use of the IWB • e-learning toolwith the enhancement of the English teaching & learning language process, and the engagement of the children in classroom activities.

8. PART I – RESEARCH PROBLEM Specific Objectives To develop a new way to learn a language by means of using an interactive electronic device . To use the IWB as a tool to draw upon the new learning styles of students who have grown up in a multimedia age where technology, digital enhancement and video interaction are commonplace. To provide evidence and demonstrate that a student can learn with this technological device

9. PART I – RESEARCH PROBLEM Justification Perception Motivation Use more IWB e-tool • School culture • Teacher training • Teacher practice and preparation time • Teacher confidence in use of the IWB • Change traditional methods IWB e-learning tool use Level of integration pedagogy Learning Achievement

10. PART II THEORETICAL FRAMEWORK CHAPTER I THE INTEGRATION OF THE IWB E-LEARNING TOOLS

11. Evolution of technology in learning and teaching process 1650 1850-1870 1870 1890 1890 1925 1930 1925 1950 1980 1991 1958 2010

12. INTERACTIVE WHITE BOARD – A TOUCH SENSITIVE BOARD • The purpose • The importance of the IWB. • The context of the IWB • Innovative learning tool • Interactive learning process • Review its limitations IWB´s FEATURES INTEGRATION OF THE IWB E-LEARNING TOOL • Advantages and disadvantages of IWB in class activity • IWB effectiveness as a teaching and learning tool • Student´s self evaluation • Teacher´s evaluation of the content IWB INTEGRATION TECHNOLOGY IN CLASS CHAPTER I

13. INTERACTIVE WHITE BOARD – A TOUCH SENSITIVE BOARD Increase effect of learning Motivation in class activity Reduce boredom Importance of the IWB Improve overall learning experience

14. INTERACTIVE WHITE BOARD – A TOUCH SENSITIVE BOARD Subject delivery different way use projector Students receive interactive activities Context of the IWB What they learn is attractive, motivating and interesting Student´s attention hooked on teachers explanation Technology skills

15. IWB´s FEATURES Helps process of learning Monitored Organize information presented to class Improves desire and concentration Students interact Interactive learning process

16. IWB – INTEGRATION TECHNOLOGY IN CLASS Love tech Students respond favorably excellent tool – save lessons One-computer maximize limited computer access IWB ADVANTAGES Students work in groups everybody participates Increases creativity Learn in a different way Distance learning Students with learning, behavioural and emotional difficulties Students with limited motor skills

17. IWB – INTEGRATION TECHNOLOGY IN CLASS Teachers tend teach old way Resistance to use it Projection problems DISADVANTAGES Remote access issues Integrate technology in curriculum Internet access Lessons require extra time design and prepare Costs Adequate traning

18. PART II THEORETICAL FRAME CHAPTER II LEARNING ENGLISH AS A FOREING LANGUAGE

19. CHAPTER II PURPOSE • Goals • Competences CONTENTS • Cognitives • Procedures • Attitudes LEARNING ENGLISH AS A FOREIGN LANGUANGE METHODOLOGY • Approaches • Methods • Techniques RESOURCES • Pysical • Technological EVALUATION • Diagnostical • Formative • Summative

20. LEARNING ENGLISH AS A FOREIGN LANGUANGE GOALS • Write • Read • Speak • Listen

21. Well qualified ability LEARNING ENGLISH AS A FOREING LANGUANGE Grammar, vocabulary and syntax Linguistic Competence Communication in social groups, classes, sexes, etc Sociolinguistic Competence COMPETENCES Functional use of resources of linguistic-irony,parody Pragmatic Competence Strategic Competence Learn more language in context

22. LEARNING ENGLISH AS A FOREING LANGUANGE Content instruction Consider learner´s High levels of thought Contents • Viewpoint • Learning styles • Options • Abilities • problems Lesson in long-range & short-term Good teachers Good planners Plan with precision

23. Determine individual learning ability LEARNING ENGLISH AS A FOREING LANGUANGE CONTENT Concentration Focus attention homework, task, etc. Cognitive Gather information through sensory receptors: eyes, ears, tongue, skin Perception Memory Recall in short or long term

24. CONTENT Procedures Attitudes Motivation • Leads the effective use of language • Oral communication • Pronunciation • Grammar instruction • Listening • Reading • writing Instrinsic Extrinsic Desire to engage learning Connected external incentives

25. APPROACHES • Communicative Approach • Natural Approach – Dr.Tracy Terrell, Dr. Stephen Krashen • Direct method • Grammar translation method • Audio-Lingual • Community language learning • Immersion • Task-based language learning • Lexical sylabus • Suggestopedia • Silent way – Caleb Gattegno • Total Physical Response- James Asher • Active learning • Integrated Co-teaching - ICT • Cooperative & collaborative • Peer education METHODOLOGY METHODS • Eye contact teacher-student • Reinforce interaction • Give more explanation • Create intersting activities • Make breaks in class TECHNIQUES

26. Assess students how to undersand material • Pre-assessment • Identify strengths and weaknesses • Focus on weaknesses • Detail analysis and a report of responses • Provide feedback Diagnostical • Ongoing assessment feedback daily basis • Measure learning • Knowledge, skills • Monitor its progress • Self assessment • Peer assessment Evaluation Formative Summative • Gather all information in certain time. • Tell teachers & students what areas are learned • Final test

27. Learning English as a foreign language HYPOTHESIS SYSTEM WORKING HYPOTHESIS H1 There is a positive influence in the use of the IWB e-tool on the teaching and learning of English. NULL HYPOTHESIS H0 There is not any influence of the use of the IWB e-tool on the teaching and learning of English.

28. PART III METHODOLOGICAL FRAMEWORK METHODOLOGICAL DESIGN

29. Research type and design Based on Pilot Project: “Using the Interactive White Board in Teaching and Learning – An Evaluation of the Smart Classroom Pilot Project” Israel, 2008 • Students Questionnaire: • Attitudes toward Learning via IWB • Teacher Questionnaires: • Attitudes toward Instruction using IWB (2) • Attitudes toward Training using IWB.

30. METHODOLOGICAL DESIGNResearch type and design

31. PROCESSING AND ANALYSIS Quantitative Gathered from questionnaires to teachers & students. Transversal Gathered from the cuts of time period 2012 – 2013. Correlational Gathered from more variables the Descriptive Statistis & Chi-Square.

32. POPULATION AND SAMPLE TOTAL STUDENTS 77

33. FIELDING Colegio Los Pinos Students of the 7th Grade A, B, C and Teachers of English • Teacher questionnaires: • Attitudes toward Instruction using IWB – 2 questionnaires • Attitudes toward Training using IWB – 1 questionnaire • Students questionnaire: • Attitudes toward Learning via IWB. INSTRUMENTS FOR DATA COLLECTION

34. PART IV THE HYPOTHESIS TESTING

35. TESTING THE HYPOTHESIS Student’s attitudes toward learning via IWB – seventh grade “A”, “B” and “C”

36. TESTING THE HYPOTHESIS

44. Teacher´s attitudes toward instruction using the IWB First Questionnaire

45. First questionnaire for teachers

46. Teachers´ First questionnaire: “Teacher’s Attitudes toward Instructing Using the IWB”

47. Teachers´ First questionnaire: “Teacher’s Attitudes toward Instructing Using the IWB”

48. Second questionnaire for teachers

49. Teachers´ Second questionnaire: “Teacher’s Attitudes toward Instructing Using the IWB”

50. Teachers´ Second questionnaire: “Teacher’s Attitudes toward Instructing Using the IWB”