A Great Ballerina. Use of ICT in support of Language Teaching and Learning

A Great Ballerina.


Text extracted from: Programación y Unidades didácticas Inglés-Primaria. Método de elaboración y presentación oral.

6. APPS AND WEBS.       (pages 185-191 /284)

Considering the progress made across various fields over the last few years, we may reconsider the following helping apps and tools not only to keep entertained our students, but also to push them to gather insights into students` motivation, engaging them in critical thinking. Thus, one of the advantages of elaborating a list like this for the English class is that the amount of possibilities is almost limitless; the FL teacher may use a great deal of resources on his/her training involvement and imagination. In Road to your Post, we want to inspire you to succeed. In this era, the inception of different devices, such as mobile phone, tablets, personal computers and so on, are changing the learning landscape.

In this paper, we offer the top must-have apps and tools to improve student`s motivation. There are plenty of opportunities and goals we reach using these engaging tools, effecting on different teaching styles and hence, supporting children`s learning.

It is widely acknowledged that these resources make big effects of different teaching styles while it inspires your classroom. In this light, we may consider traditional approaches vs. recent tendencies. Communicative competence view as social practice which leads to active learning strategies (tasks, projects, problem solving, challenges…), as opposed to traditional methodologies.

In a nutshell, we should build trust in the classroom, keeping our students engaged. There is no doubt that students develop self-esteem and hence a love for learning when they are allowed to invent and create.

Some of these apps and webs are intuitive and mainly, easy-to-use and of course, they foster a love for learning a FL. In this light, there is a vast amount of resources: arts, printables, songs, augmented reality, puzzles, games, books animations, activities, math, reading and the like. There is no doubt that everything is at your fingertips. These resources may be inspirational for kids and at the same time, a source for learning.
As a way of an example, in this web, www.alternativeto.net, we have the chance to try other similar apps (i.e. Comiclife, or similar apps, such as Pixton, ToonDoo, and the like).


6.2 Apps.

Augmented reality

Aurasma (augmented reality platform).
Chromville (multiple Intelligences).
Hotchalk (free online resources and information).
Zooburst (3-D pop-up books).

Creation (make your own creation)

Kids app maker (create your apps for kids).
Appy Pie`s Kids App Builder (as in Kids app maker. Thus, you may add multiple subjects like Physics, Arths, Math, etc.).
Character / avatar
Bitmoji (create your own avatar of yourself to use in texts).
Build your wild self (create your own avatar and describe it).
RoboHash (characters generator to describe: robots, aliens, monster…)
Voki (voice recorder).
Comiclife (create your own comic).
Pixton (online tools to create your comic, as in Comiclife).
www.alternativeto.net: Storyboard That, Story jumper, ToonDoo, Toontastic …
Multimedia Poster
Glogster (possibility to create virtual posters).
Tar Heel Reader
Timeline: http://www.timetoast.com/


Collaborative schools

Skype (video chat, chat, call other students…)
Oovoo (video chat with up to 12 people at a time).

…More information in:





Text extracted from: Temario de oposiciones Inglés-Primaria Road to your Post.

Technological and pedagogical aspects regarding the use of audio-visual materials. The computer as a helping device in the learning and improvement of FLs.

1. Introduction
• The CEFRL: main aim. Great impact of ICT (Knowledge and learning technologies…).
• Legal framework: Concept of digital competence
• Concept of digital native.
2. Audiovisual and interactive materials as technological and pedagogical resources for the learning and improvement of the English Language
• The distinctive pre-while-post staging in audiovisual materials. Explanation and examples of typical tasks in each stage.
• The benefits in the audiovisual component: motivation, attention to different learning styles, memorable learning, use of the context as a supportive element…
• The revolution of technologies. Curricular connection (i.e RD 126/14, Art. 7 concerning the Stage General Objectives establishes: Begin to use information and communication technologies, developing critical awareness of the messages sent and received; Order ECD/65/2015, 21st January as for digital competence)
• The potential of ICT in FLT is still to discover, as we are just adapting to these changes; in many cases acquiring these skills ourselves before putting them into practice in the FL classroom.
• Advantages in multimedia environments (i.e. Present opportunities to students working at different rates and levels).
• Need to integrate TAC (KLT: Knowledge and learning technologies) Factors (i.e. Instructor´s skills to create opportunities for interaction).
• Possibility of teacher-produces materials.
• The interactive white board (IWB).
3. Use in the primary education classroom
• Using ICT procedures and activities: use of technologies to communicate and collaborate (i.e E-twinning program, classroom blog).
• Tools to work on content (i.e explanation of a treasure hunt activity).
• Putting theory into practice: analysis of several applications in practical FL tasks (i.e “Comic life” is an easy-to-use application for the creation of comics in which we can control, organise and edit bubble texts and images).
• TPACK model involves the use of digital educational content in the classrooms.
4. Conclusion
The impact of audiovisual and technological materials represents an additional motivation for these students that have been born in the age of technology. Therefore, FL teachers must make the effort to integrate technological tools in daily practice.


It is a fact that in the last few decades there have been remarkable changes in the main aims of foreign language teaching, which include the shift from analyzing to using the foreign language in different contexts and with varied purposes. Moreover, the modern European society shows an increasing concern for population to have access to an effective acquisition of foreign languages enabling people to satisfy their communicative needs. In this sense, the Common European Framework of Reference for Languages (CEFRL, 2001) intends to overcome the barriers of languages, providing a valuable framework through methodological guidelines and a common basis for the description of objectives and content.
Our State legislation, LOMCE 8/2013 and RD 126/2014 28th February establishing the basic teaching requirements for Primary Education (a reference to the curriculum of the Autonomous Community should be included here), include the knowledge of a foreign language and the development of a basic communicative competence as one of the objectives to be achieved along this stage. The term “communicative competence” refers to enabling the learner to communicate through oral and written means, using the foreign language in real and meaningful contexts.
On the other hand, the teaching of foreign languages (FL onwards) has been affected by technologies over the last few decades, from the use of old tape-recorders in FLL classrooms to the appearance of the video, the CD-player and DVD. More recently, information and communication technologies (ICT) and the internet have not only provided FL teacher with a massive amount of materials and resources; but also with the possibility to get students to make real use of the FL in different contexts. Moreover, the initial use of the internet as a passive source of information has turned into a worldwide interactive tool in which people can interact, express ideas, ask for help, collaborate etc.
Along this presentation we shall analyze the way in which audiovisual materials can be integrated in the FL classroom. However, due to its importance, special attention must be paid to the use of ICT and its integration in FLT. After all, we cannot forget that our students are “digital natives”; they have grown up using technology and they feel comfortable and confident with it.



More information: www.oposicionesingles.com








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