LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 12 : 1 January 2012
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.

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Interactive Whiteboard Technology in English Language Teaching Classrooms in India

Archana Sharma, M.Phil.

Abstract

As English has become the connecting language in India and teaching English is an important sector in the education field, English teachers are facing various challenges either from existing technology or from students or from pedagogy etc. To face existing challenges, new methodology has been evolved to overcome the problem but success is not guaranteed. Educationists are not lacking behind in incorporating the technology in teaching English.

This paper will discuss one of the latest technical equipment, the Interactive Whiteboard (hereafter IWB), which is speedily being adopted in schools and institutions. It will also look at some possible advantages and disadvantages of using IWB.

Key words: Interactive Whiteboard, teaching, language, English.

Introduction

Language teachers try to incorporate various techniques, methods and electronic devices for audio-visual assistance. This time educators recommend Interactive Whiteboard technology for language teaching. Miller, Averis and Door, in their research on IWB in 2005, highlighted a number of specific features of this technology. They suggest that teachers find them quite easy to use; whilst they take longer to prepare material, there is a greater reward in terms of student interest. Materials can easily be adapted and re-used; visual and kinaesthetic learning styles are supported; retention/recall and sequential explanations are aided; improved planning, presentation, and revisiting; better motivation and attention on the part of students, particularly slower learners; interactivity is supported through questioning, software features and multimedia. (Miller et al, 2005)

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Archana Sharma, M.Phil.
Assistant Professor
IIMT Engineering College
Meerut
Uttar Pradesh
India
asbms@yahoo.in
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