In this task, two remote secondary classrooms, one in Germany and one in France engage in a video-conferencing session, using the IWB, camera and microphones. The teachers of both classes, after an in-class discussion, decided that the topic of the videoconferencing sessions would be ‘phubbing,’ . This is a relatively new concept in the English … Continued
In this task, two remote classrooms engage in an online communication using Skype as a platform to enable real-time exchange. The learners in the German class are 7-8 years old and it is their first year of learning English as a foreign language. In the pre-task, the teacher used the IWB to set the context … Continued
In this task, the learners created a short animated scene using the Puppet Pals App to describe a funny monster. In the pre-task phase, the teacher played a series of games with the learners, helping them recall the vocabulary related to numbers, colours and body parts (Heads Down, Simon Says, What’s Missing, and so on). … Continued
In this task, learners created short video clips describing the content of their school bags. The primary motivation was to share these videos later on with a remote class in France. With the help of their teacher, the learners decided to use the iMovie app since it is easy to use and it enables the … Continued
In this task, a group of primary school learners in Germany create ebooks and share them with primary school learners in Wales. In the pre-task phase, the teacher set the context by giving more information about the geographical position of Wales and some information about the school. Additionally, a model ebook was shared with the … Continued
In this task, the primary school learners were told that students from a neighbour university wanted to know more about their school and they were shown an iMovie about the University of Education, produced by university students. It featured pictures of the building, rooms, some offices, and the canteen, followed by a question ‘Can you … Continued
The first video shows the class teacher reviewing the vocabulary of the story (days of the week, characters and objects in the story). After singing the alphabet song with the pupils, she has them play hangman to guess the word “Monday,” and reviews the days of the week by choral repetition. Moving to the interactive whiteboard (IWB), the teachers uses a page created from a worksheet found online for the Wolf story, using proprietary IWB software. Learners come to the board to move words into position in sentences corresponding to different parts of the story. A second activity involves matching words with meaning, also using an IWB page exploiting the affordances of this technology (embedding audio recorded by the teacher, moving elements to an appropriate height for smaller pupils).