The University of Nice (UNS) was founded in 1965 and includes a number of faculties on campuses in Nice (humanities, science, law, medicine) and the surrounding area (computer sciences, in the technological park of Sophia Antipolis). The integration of French teacher training colleges (IUFMs) into the university system through the creation of new master's degrees in teaching means that the UNS is now responsible for all pre-service primary and secondary teacher training. Master's students combine university courses in education and in their subject areas with observation and teaching placements in schools and mentored teaching projects. Increasing use of learning technologies in primary and secondary schools has led to the introduction of specific courses in technology for teaching, particularly with respect to the second language classroom.
Shona Whyte (project leader at the University of Nice)
Shona Whyte (MA TESOL, PhD Linguistics 1994, Indiana University Bloomington) teaches EFL, SLA and TEFL to English majors and trainee teachers at the University of Nice. An advocate of learning technologies, she has developed university web resources for independent study in learning theory and second language acquisition and teaching. Her research involves classroom acquisition of second languages by young learners, and teacher uptake of new technologies; she has published in international journals (Arts and Humanities in Higher Education, Language Learning and Technology, ReCALL).
Julie Alexander (research assistant)
Julie Alexander (MEd American University, Washington DC) and has taught on different campuses of the University of Nice since 2001. She has been involved in the training and coordination of international language assistants with the secondary school inspectorate (Rectorat) and also teaches EFL in primary and university contexts. Julie managed data collection with the 9 French iTILT teachers including participant interviews and data analysis.
Other project assistants who collaborated on the collection and coding of classroom data, transcription of participant interviews, and translation and proofreading include Margarita Georgieva, Marine Lanteri and Dimitri Voilmy.