Using interactive technologies in FlT

     Term paper

   The theme: Using Interactive technologies in FLT

                                                             Introduction

   ITILT stands for Interactive Technologies in Language Teaching, and is a European project which aims to explore effective use of the interactive whiteboard (IWB) for communicative language teaching.

 The agency of course paper: The teaching and learning strategies you need to use when teaching with interactive whiteboards will not be unfamiliar. The features that make for successful lessons are the same, regardless of the technology or equipment you use. Successful lessons are well-designed and well-structured. They have clear learning objectives and outcomes and are broken into teaching episodes. This structure helps pupils to understand the content of the lesson and to relate it to what already know.

 The novelty of course paper : Interactive whiteboards may look like normal whiteboards, but they can facilitate the integration of new media in the language classroom, enhance learner engagement, support new electronic literacies and meet the needs of students with diverse learning styles. If used well, IWBs can significantly transform the language classroom. For this to happen, language teachers need to be given adequate training and support in how to use the tool communicatively, to be aware of strategies and procedures for designing effective IWB materials, and to have the opportunity to reflect on their own practice. The topical of this research caused by recognize of role of interactive technologies in FLT.

 The aim of course paper is to give theoretical argumentation for the importance of interactive technologies and give practical recommendations. In accordance with the main aim it was necessary to solve following problems:

a) Research materials by given them;

b) To use it in practice ;

c) To make conclusion by given them;

 Our objective of the research will be determined whether it is proper to regard the  interactive technologies as using to foreign language.

 The object: the process of teaching a foreign language.

 The subject: role of using interactive technologies in teaching  a foreign language.

 The theoretical and practical meaning of the research  consist  in usage of using interactive technologies to teach foreign language. Interactive technologies  is a training manual aimed for modern foreign language teachers who work with interactive whiteboards in their classrooms. The educational contexts vary from primary and secondary schools, to vocational colleges and universities. The given examples, organized around the four skills, speaking, listening, reading and writing and vocabulary and grammar teaching, should support the teachers to exploit the potential of the IWB and help them to teach in a communicative and task-based way. They are based on a set of criteria of task-design for IWB materials which can be found under the heading IWB based material. The examples should be seen as teaching ideas that can be adapted to suit the target context.

Fields of amplification: The present work might find a good way of implying in the following spheres:

 1. Introducing an IWB which learners can use interactively during whole class teaching may offer new opportunities for publicly expressing their ideas, not only verbally, but using graphical and other representations. Hence they can more easily articulate scientific knowledge and receive teacher (and peer) feedback.

 2.It can be useful for everyone who wants to enlarge his/her  knowledge in English.

 3.It can be used by teachers of schools, colleges, universities by teachers of English manual.

 Methods of the research: The ever-present concern to maintain lesson pace means that ironically IWB use may afford even less thinking time and opportunity for pupil input than other forms of educational technology.  Indeed teacher-only operation of the IWB avoids reducing pace through committing time for turn taking and it simultaneously retains teacher control. Authoritative use of IWBs in science seems particularly congruent with the requirement to ‘deliver’ a content-laden curriculum.

 Materials of the research: The earlier review indicated that use becomes more fluid and pedagogically interactive with experience. For given research used  a lot of books, journals and articles by interactive technologies and emotion which written in a bibliography.                   

                           2. IWBs in Modern foreign language teaching

 Information and communication technologies (ICT) are changing the way schools work. By offering a wide range of multimedia resources, which include text, still images, audio and video, the interactive whiteboard (IWB), combined with an Internet connection and videoconferencing facilities, offers us the possibility to let young learners engage in online virtual encounters competences.

 In this way, school is linked to the world around. In fact, the technologies make the contact with other cultures easier and by exploring the linguistic and cultural competence of these cultures, they help to overcome inhibitions.

 In another investigation, Miller and Glover [5-19pp] reported that even pupils’ attitudes change. They start listening to each other, and they are more supportive and encouraging when a class member is at the board using the specific software. We could say that the flexibility and versatility of IWBs are the reason for this shift. Brainstorming activities end up being carried out in a very easy way. Class discussion and debate are therefore enhanced.