本书是一项个案研究，通过调查9位法国英语教师如何在英语作为外语的教学中融入交互式白板（interactive whiteboard，IWB）技术来设计和实施课堂教学，记录他们此项教学实践的发展轨迹并评价得失、解释成因，凸显了协同行动研究（collaborative action research）对教师教学创新的激励和支持作用，可帮助读者更好理解以技术为媒介的语言教学创新带来的挑战和机遇。本书还提出了研究和支持教师借助技术进行语言教学的框架。它关于语言教学和学习中技术创新的理解和思考对当今新学习环境下的教学研究和教师发展均有重要价值。

肖纳·怀特，Shona Whyte is Associate Professor of English(MaTtre de Conferences) at Universite Nice Sophia Antipolis，France．She has CO-edited a book entitled Teaching Languages with Technobgy：Communicative Approaches to Interactive Whiteboard Use，and has published widely in a variety of journals on task—based language teaching，language teacher education， and technology—enhanced language learning．

List of Figures,Tables and Boxes
Series Editor's Preface
Acknowledgements
List of Abbreviations
Introduction
PartⅠ Researching Innovative Language Teaching
1 Innovation in Language Teaching：Pedagolcal and Technological Dimensions
1.1 Language teaching and learning theory
1.1.1 From grammar-translation to communicative teaching：behaviourist and cognitivist learning theories
1.1.2 Communicative and task-based language teaching：constructivist and socio-constructivist approaches
1.1.3 Implications for today’S language teachers
1.2 Teacher beliefs：teacher efficacy and teacher cognition
1.2.1 Teacher efficacy
1.2.2 Teacher cognition
1.3 Technology integration and IWB research
1.3.1 Technology integration
1.3.2 The IWB in educational settings
1.3.3 IWB-mediated language teaching
1.3.4 Developmental frameworks for teaching wtth the IWB
1.3.5 Professional development for IWB-supported teaching
1.4 Summary of background literature
2 Collaborative Action Research and
Communities of Practice
2.1 Overview
2.2 Collaborative action research
2.3 Method
2.3.1 Participants and teaching contexts
2.3.2 Data collection
2.3.3 Participant training
2.3.4 Filming
2.3.5 Interviews
2.3.5.1 Learner focus group interviews
2.3.S.2 Video-stimulated recall interviews with teachers
2.3.5.3 Teacher focus group discussions
2.3.6 Questionnaires
2.3.6.1 Pre-and post—training questionnaires
2.3.6.2 Reactions to project video clips
2.3.6.3 iTIlT website pilot questionnaire
2.3.7 Summary of collaborative action research
2.4 Community of practice
2.4.1 Situated learning
2.4.2 iTILfT Google+circle
2.5 Research questions
Part Ⅱ Teacher Beliefs：Researching Views and Supporting Change
3 Techno—Pedagogical Choices in IWB.Mediated
Teaching Activities
3.1 Overview of analysis
3.2 Technical exploitation of the IWB：access and toOls
3.2.1 Access to the IWB：teachers or learners
3.2.1.1 Coding framework
3.2.1.2 Results
3.2.1.2.1 Overall results
3.2.1.2.2 Results by educational sector
3.2.2 IWB tools and features：objects and actions
3.2.2.1 Coding framework
3.2.2.2 Results
3.2.2.2.1 Overall results
3.2.2.2.2 Results by educational sector
3.2.3 Summary of findings with respect to technical
use ofIWB
3.3 Pedagogical exploitation of the IWB
objectives and activities
3.3.1 Teaching objectives：language skills and subskills
3.3.1.1 Coding framework
3.3.1.2 Results
3-3.1.2.1 ,~verall results
3.3.1.2.2 Results by educational sector
3.3.2 IWB—me出ated activities：tasks versus
pedagogical exercises
3-3.2.1 Coding framework
3.3.2.2 Results
3.3.3 Summary of findings with respect to
pedagogical exploitation of the IWB
3.4 Summary
4 Explaining Innovative Experimentation
Teacher Beliefs，Goals and Competences
4.1 CIverview
4.2 Perceptions of IWB—mediated teaching practice
4.2.1 Initial impressions：reactions to first round of video clips
4.2.2 Second impressions：reactions to second round of video clips
4.2.3 Final impressions：reactions to finished website
4.2.4 Pros and cons Of IWB.supported language teaching
4.2.5 Observing authentic examples of teaching practice
4.2.6 Dtf~rent fonTIS of professionai development
4.2.7 Encouraging peers to adopt technology in teaching
4.2.8 Summary of teacher perceptions of practice examples
4.3 Technological efficacy and beliefs about IWB
4.3.1 Questionnaire items
4.3.2 Questionnaire responses
4.4 Engagement with professional development opportunities
4.5 Summary：development of teacher efficacy
and CoP engagement
Part Ⅲ Learning to Implement Innovation
Stages of Development
5 S