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genom sina telefoner eller datorer”.
computers”.
Additionally, the answers seem to imply that the teachers try to integrate more interactive
educational activities into their classroom practice, through the IWB. However, the
participants still seem to be at the stage where the IWB was mainly
a tool for making the
information and explanations more clearly available to the pupils. Also, the responses show
that the IWB was often used as to play audio and video sources such as sound files and
YouTube clips.
Interview Question 7: Within which areas (The four language skills) do you most often use
the IWB?
The participants’ answers to this question differed from each other. It seemed to be very
individual which area the participants used the IWB most regularly in.
Some answers also
indicated that they used it equally in all language areas.
Teacher Teachers’ responses in Swedish
Responses translated into English
T1
“Ungefär lika. Läsförståelse, men det
kan va även
att man har bilder, och de
ska berätta vad de ser på bilden. Så,
tala, läsa och skriva”.
“Pretty much the same. Reading
comprehension, but it can also be that I
have images, and they have to say what
they see on the picture. So,
speaking,
reading and listening”.
T2
“Hörförståelse, det är det väldigt ofta.
Det kan ju va nyhetsprogram man
lyssnar på eller andra inspelade samtal
eller så.
Skrivande - man kan hitta väldigt bra
webbsiter med grammatiska övningar.
Ibland så gör vi kanske en övning
tillsammans först och sen får alla
prova på sin egen dator”.
“Very often listening comprehension. It
can be news program they
have to listen to
or other recorded conversations. Writing –
there are very good websites with
grammatical exercises. Sometimes we
might do an exercise together and then
later everybody will try on their own
computer”.
The responses show that the IWB can be used within all four language areas (writing,
listening, reading and speaking) and the participants stated that they
used it almost equally
within all four areas.
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