However I had to withdraw my paper proposal. Assuming that I could elaborate on my research (Koenraad, 2008) with special reference to language education I could not come up with sufficiently relevant sources on this specific aspect, at least, IMO.

From my contribution to the Chapter on motivation to the NL Knowledge Network (Kennisnet)'s publication on added value of IWBs this paragraph was selected. ....

[..] Because the board is quite big and the visibility of the content presented is excellent learners feel more engaged during sessions (Beeland, 2002; Stuart, 2004; Solvie, 2004; Kennewell, 2004). There are also other factors that contribute to engagement and motivation. Beside clear, more efficient and dynamic presentations (Cuthell, 2006; Schuck & Kearney, 2007: 25; Fisser & Gervedink Nijhuis, 2007: 26) aspects such as the lesson pace (Higgins, 2005) and the multi-modal and interactive affordances have a positive impact.

These features, after all, offer more opportunities to adapt to a variety of learning styles (Miller & Glover, 2006). Lessons are also perceived as more agreeable (Balanskat e.a., 2006: 39) as there are more opportunities to particpate and collaborate.

And, also because present day youth are more visually oriented (Zadelhoff, 2007; Levy 2002), targeted use of colour and the possibility of moving content across the board facilitate their understanding of connections between related concepts. (Smith e.a., 2005: 67). A combination of all these affondances contributes to the so-called WOW effect.
However, as with most gadgets, in due course normalisation sets in (Moss e.a., 2006). This is why some researchers (Beauchamp & Parkinson, 2005) stress the importance of applying the technical affordances to support activating methodologies and interactive teaching styles as only then sustainable effects can be realised.

lists a video tutorial showing you how to use Google Maps’ feature, “Street View”, to spice up language lessons.

It scored particularly well on aspects as relevance and quality of the consortium :

The innovative dimension was well appreciated:


 

And the dissemination & exploitation ambitions were also assessed most favourably.
All in all the project is expected to have a subtantial impact on Language Education across Europe.

Chansons françaises et francophones en cours de FLE / French through Songs and Singing –
This multimedia site features streaming MP3s, annotated lyrics, articles and links.

dotSUB – 
(Music) videos with the lyrics translated in various languages in subtitles.

Shahi is a visual dictionary that combines Wiktionary content with Flickr, Google, and Yahoo images. Type in a word and get images related to it, a definition and some example sentences to show use in context.

Spezify is a search tool presenting results from a large number of websites in different visual ways… We mix all media types and make no difference between blogs, videos, microblogs, and images. Everything communicates and helps building the bigger picture.”

100 Inspiring Ways to Use Social Media In the Classroom | Online Universities – This article presents ways educators are presently using social media in their classrooms.

Starting with Image Based Speaking activities that can be used either on an IWB or computer screen to get students talking and stimulate their descriptive vocabulary.

And suggestions for Combining Online Interactive Whiteboards with Voice applications and this one on Scriblink which includes VOIP, text chat and provides users with link to their online board. Or on Dabbleboard, a fantastic whiteboard application which runs in your browser. It has all the usual whiteboard features plus some nice extras.

Nik mentions several advantages of IWB use and in this respect points to very practical positive aspects: [...]'They save the need to: Carry flashcards, blu tack, envelopes full of cut up paper, videos, photocopies, coursebooks, DVD and CD players, multiple coloured board pens, replacements for the board pens incase they dry up, a TV, a Tape recorder etc.'

And to conclude for now a post on using PicLens on IWBs

Analyzing the Effectiveness of Curriculum-Based Digital Content Used in a Grade 6 French Immersion Classroom

This research, conducted from April to June 2009, concluded that SMART products improve student learning in French immersion math, French immersion science and English language arts. Through a series of surveys, video diaries, interviews, photos and a student feedback blog, Barrieau and her colleagues at Harkins Middle School in New Brunswick, Canada, demonstrated that SMART products, including SMART Response interactive response systems and SMART Board interactive whiteboards, foster improved student learning, enhanced literacy skills and active collaboration in the classroom.

Download the full paper here:

smarttech.com/researchHarkins

We fully support the balanced stance he takes on the added value of this potentially interesting classroom tool, pointing out the relevance of subject specific training and pedagogy. At Hogeschool Utrecht we are currently working on modules in initial and inservice teacher training. See e.g. this post at the Smartboard Revolution NING.

The British Council also being a prospect partner he also refers to the EU research project proposal on IWBs in Language Education we all hope will get accepted. More details here. I am really looking forward to be working on this together with him and other experts. As I could not really wait I already started some of the envisaged activities, such as this IWB blogging circle.

Any teachers interested in joining us get in touch with me through the contact option on this site. You can contribute in any language!

For the sort of topics covered see my publication on the potential of IWBs in Language Education. Another option is the Utrecht SummerSchool Course (10-16 July) where we are proud to have the IWB expert Euline Cutrim Schmidt on our international team. More info here.

Potentially useful for the language classroom (spelling & vocab) are the activities here: http://www.kerpoof.com/#/activity/abc

More info and ideas & lessonplans on this page.

Also check out e-Learning for Kids to see examples of courses designed for use on Interactive Whiteboards.
Next to Math, Science, Computer Skills and Language Arts this non-profit e-learning site has also courses on English (L1) for young learners.

Finally there is this well documented case study on explaining syntax in primary ed.

This Notebook lesson is a great starter activity for teachers introducing idioms in the classroom. It has three sections. The first section uses a common idiom in a sentence and the students have to choose the correct meaning. The second section gives an informational statement and then challenges students to pick the correct idiom. The last page challenges students to write their own idiom using information about Daylight Savings Time.

I also quite like the Animated Idioms pages of the British Council website which has entertaining animations to support explaining the meaning of a great number of idioms.

In workshops I always use the 'Bull in the china shop' expample as it also underlines cultural differences in idioms.

More information and registration at: 
http://www.utrechtsummerschool.nl/index.php?type=courses&code=S5

'Designing activities for the 2.0 Language Classroom' is offered by the Faculties of Education of Heidelberg and Utrecht University of Applied Sciences in conjunction with the Utrecht University Summer School.
The course is one of the results of the EU-project 'MICaLL'. (also see Dooly, M. (ed.) (2008) Telecollaborative language learning. Moderating intercultural collaboration and language learning. A guidebook to moderating intercultural collaboration online. Bern: Peter Lang.)

This 7-day, international course explores WEB 2.0 applications such as Wiki and Web-logging, real-time communication (Videoconferencing and 3D Virtual Worlds) and the LanguageQuest format for integrating the World Wide Web into classroom teaching.

Besides, the course location in the brand-new building of the Faculty of Education in Utrecht, the Netherlands, allows for demonstration of good practices of and personal training in the use of Interactive Whiteboards. We are proud to have Euline Cutrim Schmid  share her IWB-expertise for a full day .

And, BTW, Euline is also partner in our EU-project application. 

N.B. Participants who would like to extend their visit to the Netherlands can apply for an additional period of campus accommodation at 135 Euro per week.

For instance: 'A day at the beach' which supports activities where learners are asked to position the characters and construct sentences about their position or movement. Using the whole scene, you could challenge pupils to make a wider range of statements than those given... "the boy is standing next to the rock pool", "the teddy is sitting on top of the lobster (ouch!)"