English Australia Journal : English Australia Journal 27.2
English Australia Journal Volume 27 No 2 90 made me wonder about bias) include one on the set-up costs, training and back- up required for someone using an alternative type of IWB; and comments from happy users of SMART Board, Promethean Activeboard, and the Macmillan English website and e-lessons. It should be noted that the 400 procedures in this book focus mainly on language points or use of texts, rather than the technology itself, and the majority of procedures focus on grammar and vocabulary. The language points are usually decontextualised and at the word or sentence level, and the procedures are spelled out in perhaps unnecessary detail. Teachers would likely adapt these or create more relevant language tasks or texts for their own students. I misunderstood the title of this book, assuming it was a cornucopia of ideas about using technology in the classroom; it is really 400 examples of language points or texts, addressed with the help of an IWB. Also, they are not necessarily ‘instant’ – preparation is required, and often, paper handouts. At times it seems the use of the technology has become the end in itself, so some procedures need extending to include clear rationales. However, any reader using IWBs would no doubt learn something from this book – I often found myself wondering, ‘Can my IWB can do that?’ Nonetheless, the issues of teacher dominance in the lesson, and how to activate students who are not at the board, remain. The best use of the book may indeed be as a springboard: use these activities (and your own) to explore what your IWB can do – but keep evaluating and reflecting on the rationale for its use. Clare McGrath is a teacher trainer with the Australian TESOL Training Centre (Navitas), Sydney. She is involved in training and professional development for trainees and colleagues using various Web tools and devices, including IWBs.
English Australia Journal 28.1
English Australia Journal 27.1