|Abstract:||The idea for this diploma work arose after I took part in the workshop at a high school I was teaching at the time, which was conducted by two IWB (interactive whiteboard) experts in Maribor. So, I only had to find the connection between IWB and teaching English. It was not an easy task, since IWB presented a new technology that many teachers in the past had not even tackled, but luckily some had enough experience using it.
Thank to my mentors, I was able to find the topic of my diploma thesis, which was how English vocabulary is taught in primary schools in Slovenia. Later, with the support of primary school teachers and their cooperation and experts from all over the world, by reading their articles, textbooks and other publishing, I become more comfortable, and the development of my diploma thesis became easier.
This diploma thesis will present the Interactive Whiteboard as a very beneficial modern tool for teaching English vocabulary and investigate how language skills can be taught and practiced in comparison to traditional methods, as well as how creative English teachers can be in the lesson when using IWB as a tool, what technological advantages and disadvantages the IWB may have in the teaching process and how easy or difficult it is to use, how it influences pupils’ learning, what effect it has on their motivation, what the criteria and availability of these materials are and what actually is so interesting about it.
The aim of this diploma thesis is not only to inform English teachers about IWB as a very beneficial tool to teach English vocabulary, but to create some internet access to additional interactive whiteboard materials for teaching English as a foreign language in primary schools.
The first part of the empirical section of the diploma will explore at what stage of the lesson IWB is mostly used in practice, the second part compares traditional teaching methods of English vocabulary to an IWB conducted lesson. The third part talks about IWB materials used in practice and the process of finding suitable IWB materials and the expert knowledge the teachers have or lack in order to conduct an IWB lesson properly.
The last part will consists of various interactive learning lessons, presenting their aims, and the achievements of those aims, where I shall portray that IWB is primarily used for revision and practising vocabulary, but less for developing speaking and writing skills.
The assessments of these lessons will be based on course books mostly used in English classrooms in Slovene primary schools. The practical part is supported by visual materials recorded during the survey.
To sum up, English teachers are the ones who have to keep up with the new technology and be able to empower their pupils with the knowledge.|