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
