Ilovepdf Merged

Profesora: Marta Carrera Gómez
INNOVACIÓN EDUCATIVA Y USO

DE LAS TICS EN LA DIDÁCTICA DE
LA LENGUA INGLESA.
ARE YOU READY FOR CHANGE IN

YOUR CLASSROOMS?
What is ICT and What has it to

do with Teaching English?
Session 1. Innovación Educativa y uso de las TICS en educación Primaria.
Profª Marta Carrera Gómez
INDEX
• Introduction
• Types of learning and learning technologies.
• ICT’s role in the classroom
• Factors affeting your use of ICT in Teaching English
• How does ICT make a difference?
• Discussion Activities
What is ICT and What has it to do with

Teaching English?
• DEFINITION:
• Information and Communication Technology (ICT) as a recognised
subject has been in existence in the most of the countries in the
Europe Union since 19s.
• An important tool for the learning of our students at primary level
and secondary education.
• It is important to learn how to use this tool. It can be of great help
for student learning and development of teacher topics.
• Not only knowing how to use digital blackboards, computers, etc.,
but also we must know how to use these technological tools means
to introduce students and teachers to the new way they can learn to
develop their understanding.

Teaching English?
OVERVIEW OF ICTS
- ICT as a key pillar in developed societies
- ICT as an important tool in the workplace
All this has a great influence on the Information Society, creating a

benefit to the human being.

Teaching English?
ICT IN EDUCATION
The governments of the countries usually have a common objective: to provide their
citizens with the most complete education, within the possibilities that each country
has.
ICT in education consists of :
• the hardware (equipment)
• software (programmes)
associated with the educational information process.

Teaching English?
DIFFERENT WAYS OF ICT IN EDUCATION:
• Information technologies (the acquisition, storage, manipulation, management,
transmission or reception of data required for educational purposes).
• Technologies that deal with the exchange of information or in other words
communication in the learning process of teaching.
• Support material in the hands of human resources involved in the educational
process or the administration of the centres, to improve the quality of education

Teaching English?
THE EFFECTIVENESS OF ICT IN EDUCATION
ICT is a potentially powerful tool for extending educational opportunities to
previously disadvantaged groups:
• dispersed and rural populations,
• groups traditionally excluded from education for cultural or social reasons,
• all others who for reasons of cost or time constraints are unable to attend face-to-face
classes.
These pandemic times have shown the importance of ICT in education, as it has
been possible to continue to serve learners through online platforms. Without ICT
it would have been impossible.

Teaching English?
ANYTIME, ANYWHERE ACCESS
• ICT is that it allows asynchronous learning
• ICT-based educational delivery also dispenses with the need for all learners and
the instructor to be in one physical location.
• Certain types of ICT allow instruction to be received simultaneously by multiple,
geographically dispersed learners.

Teaching English?
ACCESS TO REMOTE LEARNING RESOURCES
Teachers and students do not depend exclusively on physical materials and books.
The Internet is a great help in finding teaching materials for almost all subjects and
in a wide variety of media.
ICTs facilitate access to materials from all over the world. In other words, they open
borders.

Teaching English?
• TYPES OF LEARNING AND LEARNING TECHNOLOGIES
• Learning through acquisition: what learners are doing when they are
listening to a presentation or podcast, reading from books or websites, and
watching demos or videos.

Teaching English?
• Learning through Discussion: requires the learner to express their
ideas and questions, and to challenge and respond to the ideas and
questions from the teacher, and/or from other students.

Teaching English?
• Learning through Investigation: guides the learner to explore,
compare and critique the texts, documents and resources that reflect
the concepts and ideas being taught.

Teaching English?
• Learning through practice: enables the learner to adapt
their actions to the task goal, and use the feedback to
improve their next action. Feedback may come from self-
reflection, from other students, from the teacher, or from
the activity itself - if it shows them how to improve the
result of their action in relation to the goal of the activity.

Teaching English?
• Learning through Collaboration: embraces mainly discussion,
practice, and production. Building on investigations and acquisition it
is about taking part in the process of knowledge building itself.

Teaching English?
• Learning through Production: the way the teacher motivates the
learner to consolidate what they have learned by expressing their
current conceptual understanding and how they used it in practice.

Teaching English?
• Link:
Learning and creating with ipads in kindergarten

https://www.youtube.com/watch?v=Y5b6y7DJuYk

Teaching English?
• DISCUSSION QUESTIONS:
What are the examples of learning through acquisition there?


Teaching English?
How did they do learning through discussion?


Teaching English?
• DISCUSSION QUESTIONS
What did they do through learning investigation or learning through

inquiry?

Teaching English?
What did you do through learning practice?


Teaching English?
What are they actually learning about?


Teaching English?
What did you do through collaboration learning?


Teaching English?
What did you do through production learning?


Teaching English?
• ITC’S ROLE IN THE CLASSROOM:
1. A foundation subject
2. A learning tool
3. As a teacher
4. As a teaching and administrative aid

Teaching English?
• ITC’S ROLE IN THE CLASSROOM:
1. A foundation subject: to be studied in its own right, with a distinct
knowledge base: what a computer is, how it works and how it has
developed over the years; a set of specific concepts .
Children need to be taught the skills and knowledge associated with
ICT before they can use them purposefully .

Teaching English?
• ICT’S ROLE IN THE CLASSROOM:
2. ICT AS A LEARNING TOOL:
- Enabling children to do things better or more easily.
- To do things they would not otherwise have been able to do.
The most effective way to learn ICT skills and knowledge is through
using computers and other ICT resources for real, subject-related
purposes.

Teaching English?
• ICT’S ROLE IN THE CLASSROOM:
3. ICT as a teacher: targeted activities matched to the needs of children

and are delivered by a specific computer program.
It is argued that this type of activity is of limited value in developing an

understanding of the knowledge, skills and concepts associated with
ICT.

Teaching English?
• ICT’S ROLE IN THE CLASSROOM
-4. ICT as a teaching and administrative aid teachers:

-Helping them to present information and ideas
to children in interesting and attractive ways
-Prepare focused worksheets and to access
information and resources they need to enhance their
teaching.

Teaching English?
• All four roles can contribute to the learning and teaching of English
language.
• Their value is dependent upon the needs of their children or teacher,
the purpose of the activity, the knowledge, skills and confidence of
the teacher.
• The benefits of using ICT outweigh the drawbacks of the beginning
and develop the confidence, skills and knowledge needed to plan the
effective use of ICT.

Teaching English?
• FACTORS AFFECTING YOUR USE OF ICT IN TEACHING ENGLISH
1.PERSONAL ISSUES
2. RELATIONSHIP ISSUES
3. CHILD-RELATED ISSUES
What is ICT and What has it to do with Teaching English?
• 1. PERSONAL ISSUES
.Confidence is closely related to experience.
. Experiences with ICT have been negative, the likelihood will be low.
. Negative cycle: lack of confidence --àavoidance-à inexperience--
àlack of confidence.
The most effective way of enhancing confidence is through experience.
With increased experience and use of ICT comes enhanced confidence
and awareness.
• 2. RELATIONSHIP ISSUES
The quality of the relationships you develop with colleagues, parents
and children are dependent on many factors.
Improving your knowledge and understanding of ways in which ICT can
be used to support your teaching of English will undoubtedly enhance
your self-esteem .
The quality of the implications of ICT in your teaching affects the
professional relationships that teachers develop with children and also
with their parents.
• 3. CHILD_RELATED ISSUES
-Having an awareness of the way in which children develop knowledge and skills
in ICT and English will enable you to target your planning on the needs of the
children.
-An unplanned program will have little chance of success.
.The use of assessment information about
children’s existing knowledge and skills.
. An appreciation of the way children learn.
build on their strengths and
. An understanding of the subject matter confront their misconceptions.
. Careful interventionist teaching


• HOW DOES ICT MAKE A DIFFERENCE?
• The different dimensions of change at school level due to the integration

of ICT.
• To understand the characteristics of effective professional development.
• To be aware of how children perceive the use of technology in the school
context.

• THE DIMENSIONS OF CHANGE WITHIN THE SCHOOL
• The different schools that have successfully integrated ICTs have stated
that they have observed several important changes to be mentioned.
Some of these changes could be expected, but others have turned out to
be unexpected.
• According to several reports, the proper integration of ICTs can have a
transformative effect on different dimensions of school life.
• Schools explain that teachers are transforming the way they work with each
other. They share ideas, communicate, cooperate and help each other in
learning. In other words, it is no longer just the teacher who teaches, but the
student-teacher group forms work together. These changes happen inside the
school, but also in national level.
• ICTs help many teachers to find resources. For example: prepare lessons,
organize students' work, evaluate results or manage learning records among
other resources. It is true that not all teachers are prepared for change, some of
them resist because they do not trust technology to help them or to support
them in learning.

• Technology brings many changes to the teaching profession and helps
professional development and lifelong learning. Schools have updated their
learning objectives and incorporated new teaching and learning objectives.
• Thanks to technology, teachers have new opportunities to expand their

activities into jobs based on more cross-sectional and attractive projects. With
ICT, schools have seen their possibilities to participate in national and
international projects and cooperation initiatives with other schools grow.

• ICTs have been an important element in transforming forms of learning
into more interactive, practical, exciting, learner-led experiences. Teachers
as well as schools report that with ICT, the research and communication
skills of their students had to be expanded.
• New technologies offer students an opportunity to create and control
things through programming, creating websites, or building and controlling
robots. The range of new media and opportunities for the expression of
creativity is vast and unlimited.
• The use of ICT’s has motivated students and thanks to this motivation,
new skills have been unleashed. Students feel that they have moved away
from routine learning methods. Thanks to the use of ICT, teachers can
review their work, get instant feedback and refine it.
• Our students have at their disposal a wide range of tools that help them
to be more self-taught and more independent. ICT’s facilitate the
development and practice of 21st century skills. Collaborative work
contains the solution to the world’s most real problems, such as
communicating with anyone, anywhere.
• We have to bear in mind that ICT and educational innovation help

underperforming students because thanks to them, they have better
opportunities to learn in certain contexts, which motivate them to continue
and to succeed. With different teaching and learning situations, the pressure
on the wrong public responses has diminished. In some contexts, students
even become true educators.
• For example: teaching, organizing and helping other students can also be
considered learning. In addition, students observe the continuous learning of
their teachers which fosters their own learning skills.
ICT in Primary Education (UNESCO IITE, IOE)
Table 1: Definitions of learning types
Learning type The learning experience
Acquisition Learning through acquisition is what learners are doing when they are
listening to a presentation or podcast, reading from books or
websites, and watching demos or videos.
This is probably still the most common type of learning in formal education.
The student is playing a relatively passive role while the teacher uses the
transmission mode of teaching… We cannot avoid learning through
acquisition. Students need to learn what others have discovered, to hear
about expert ways of thinking and practising, and what is known already
about the subject. Enabling students to build on the work of others is
fundamental to formal education and the progressive development of ideas.
Discussion Learning through discussion requires the learner to express their

ideas and questions, and to challenge and respond to the ideas and
questions from the teacher, and/or from other students.
The discussion may or may not end with a consensual outcome. The
pedagogic value is the reciprocal critique of ideas, and how this leads to the
development of a more elaborated conceptual understanding.
Investigation Learning through investigation guides the learner to explore, compare

and critique the texts, documents and resources that reflect the
concepts and ideas being taught.
Rather than having to ‘follow the storyline’, as in learning through
acquisition, they are in control of the sequence of information, and can
‘follow their own line of inquiry’, making them more active, and giving them
a greater sense of ownership of their learning, taking a critical and analytical
approach, and thereby coming to a fuller understanding of the ideas.
Practice Learning through practice enables the learner to adapt their actions to
the task goal, and use the feedback to improve their next action.
Feedback may come from self-reflection, from other students, from
the teacher, or from the activity itself - if it shows them how to improve
the result of their action in relation to the goal of the activity.
This helps them to develop, understand and use the knowledge and skills of
a discipline, like ‘learning by doing’, or ‘learning through experience’.
Collaboration Learning through collaboration embraces mainly discussion, practice,

and production. Building on investigations and acquisition it is about
taking part in the process of knowledge building itself.
It is distinct from learning through practice because although it builds
something this is necessarily done through participation and negotiation
with peers. It is distinct from learning through production, because although
it produces something this is through debate and sharing with others.
Production Learning through production is the way the teacher motivates the
learner to consolidate what they have learned by expressing their
current conceptual understanding and how they used it in practice.
Producing an output generates a representation of the learning enabled by
the other types. In its simplest form it is the learner’s expression of their
current thinking, which enables the teacher to see how well they have
learned, and to respond with feedback, guidance and further explanation.
ICT in Primary Education (UNESCO IITE, IOE)
Table 2: Definitions of ‘learning types’ in terms of typical technologies used
Learning types Conventional technology Digital technology
Acquisition Reading books, papers; Reading multimedia resources,

websites, digital documents and
Listening to teacher
resources;
presentations face-to-face,
lectures; Listening to podcasts, webcasts;
Watching demonstrations, Watching animations, videos.
master classes.
Collaboration Small group project, discussing Small group project, using online
other students’ outputs, creating forums, wikis, chat rooms, etc. for
a joint output. discussing other students’ outputs,
creatng a joint digital output.
Discussion Tutorials, tutor groups, student Online tutorials, tutor groups and
seminars (students leading seminars, email discussions,
discussion), discussion groups, discussion forums, web-
class discussions. conferencing tools (synchronous
and asynchronous).
Investigation Using text-based study guides; Using online advice and guidance;
Analysing the ideas and Analysing the ideas and
information in a range of information in a range of digital
materials and resources; resources;
Using books, people, field trips, Using digital tools to collect and
to collect data for analysis; analyse data;
Comparing texts, searching and Comparing digital texts, using
evaluating information and digital tools for searching and
ideas. evaluating information and ideas.
Practice Doing practice exercises; using Using digital tools, models,

tools; doing practice-based simulations, digital games,
projects, labs, field trips, face-to- microworlds, virtual labs and field
face role-play activities. trips, online role-play activities.
Production Producing their own Producing and storing digital

representations of what they documents, representations of
have learned, using statements, designs, performances, artefacts,
essays, reports, accounts, animations, models, resources,
designs, performances, slideshows, photos, videos, blogs,
artefacts, animations, models, e-portfolios.
videos.
Reference
Definitions are taken from Chapters 6-11 in Laurillard, D. (2012). Teaching as a

Design Science: Building Pedagogical Patterns for Learning and Technology. New
York and London: Routledge.
Profª Marta Carrera
Gómez
Unit 2.
ICT and English in the classroom-
speaking and listening
Innovación educativa y uso de las TICS en la didáctica del inglés en educación primaria.
INDEX
A. INTRODUCTION
C. DIGITAL VIDEO
B. AUDIO RECORDING 1. Filming digital video and editing ‘in camera’:
A. USING STORY RECORDING D. VIDEOCONFERENCING
B. LISTENING STORYTELLER E. CONTEXTS FOR COLLABORATIVE DECISION-
MAKING
C. MAKING STORYTELLER 1. Draw activities
D. SOUND EFFECTS 2. Reading branching stories:
E. CONDUCTING INTERVIEWS
F. DIGITISED SOUND
A. Reading talking stories/books:
B. Creating talking stories/books:
C. Producing a multimedia information package or
presentation:
INTRODUCTION
• Children's literacy is the main purpose of teaching English.

• Literacy in the 21st century goes beyond the simple ability to read and write.
• Students need to learn how to use and make sense of information in a variety of ways.
INTRODUCTION
• Developing children's ICT skills is the main reason for teaching children.
• Having the ability to solve problems and help in the communication process.
• The goal is to use superior thinking skills to make decisions about how to use ICT resources.
INTRODUCTION
• It is often possible and sometimes desirable to learn English without the use of ICT.
• And, ICT to learn aspects of English without developing children's skills
• However:
• Teachers can organise ICT activities that help and support learning in English.
• Contribute to the development of children's ICT skills.
INTRODUCTION
• Through this unit :

Ø how many facets of ICT capacity can be
systematically developed through
Ø meaningful,
Ø challenging
Ø interesting tasks focused on English.
CURRICULAR INTEGRATION OF ICTS
• curriculum integration of NICTs/ICTs VS integrate NICTs/ICTs into the

curriculum.
• According to Sanchez Ilabaca (2002) ICT refers to the relevance of integrating ICT and involving them in
curriculum development.
• Dockstader (1999),the curriculum should guide the use of ICT and not that ICT should guide the curriculum.
• "ICT are changing our society at great

speed, but the curriculum is not being
renewed to adapt to these changes at the
same speed. Despite continuous reforms,
the curriculum is still not able to reflect the
change of languages brought about by
audiovisual media and computers" (Monge,
1999, p.168).
A. FACTORS
An active proposal that values its didactic Assuming the changing role of the teacher and
possibilities, within the framework of the the student
school's objectives and inserted in the
educational project.
The curriculum should guide the use of Invisible use of ICTs to make learning visible Being
ICTs, not ICTs guide the curriculum. able to innovate in education
An educational project that incorporates The required ICT skills should be directly related to
ICTs as a strategy for educational the content and tasks of the class.
individualisation.
Adapted of Carrasco(2008),
ICT GUIDELINES
• Video: https://www.youtube.com/watch?v=r_yriDFvnjU
• DISCUSSION QUESTIONS
• What is your opinion about the video? Do you like the way of working with ICT including in the
curriculum?
• What has really impressed you the most?
• Have you ever worked in your classes in this way before?
• From your point of view… What could be the advantages and disadvantages of working in this way?
• Do you really believe that students are learning much more listening and speaking skills?
E) PHASES
1ST PHASE:APPROACH:
• Learning the most basic use of NICT
• Familiarisation with the resources by the teaching staff.
2ND PHASE:ADOPTION:
• Using NICTs as a support for traditional forms of teaching
• Use of technology, but not alongside innovation.
3RD PHASE:ADAPTATION
• Integrate NICT into traditional practices. Focus on student productivity
• Examples: Editing texts, presentations, graphics, spreadsheets, etc.
4TH PHASE:APPROPRIATION
• Focus on interdisciplinary cooperative work based on learning projects.
• Use of technology when it is necessary and always to add value and its use is just another tool.
5TH PHASE: INVENTION

• Discovering different ICT tools or combining existing ones in innovative ways.
• Teachers use technology in new ways.They innovate and create new things.
DIGITAL COMPETENCE IN EDUC ATION:
DEFINITION: Digital competence (DC) refers to the

competence that involves the creative, critical and safe use of new
information and communication technologies, and aims to achieve
the objectives of work, employability, learning, leisure time use,
inclusion and participation in society. (LOMCE)
q It is necessary to know the specific language governing ICT (texts, numbers, icons, visual, sound and graphic
environments)
q How this language is encoded and transmitted.
q It is necessary to know the main computer applications
q To know how to consult and use information sources, as well as how to process all the information obtained.
q It is also important to highlight the need to know the rights and freedoms that people have in the digital world.
TO ACHIEVE AND DEVELOP THIS COMPETENCE CORRECTLY

• LOMLOE
• Ley Orgánica 3/2020 del 29 Diciembre, which modifies Ley Orgánica

2/2006 del 3 Mayo on Education (LOMLOE) stresses, in its preamble,
The importance of digital competence to reinforce the

equity and inclusiveness of the system, whose main
backbone is comprehensive education.
• The education system shall ensure the full integration of students in the digital society and the learning of a
responsible consumption and a critical and safe use of digital media, respectful of human dignity, social
justice and environmental sustainability, constitutional values, fundamental rights and, in particular,
respect and guarantee of personal and family privacy and personal data protection.
• Incorporates a new area of action in the Educational Project of the educational centres: a digital strategy,
which promotes the use of information and communication technologies (ICT) in the classroom as an
appropriate and valuable didactic means to carry out teaching and learning tasks.
• A new form of literacy that involves the creative, critical and confident use of information and
communication technologies to achieve goals related to work, employability, learning, use of leisure time,
inclusion and participation in society.
AUDIO RECORDING
• Developing listening skills is the use of audio reproductions.

• Not to overlook the possibility of using resources, the children record
and listen to their own voices:
• . Listening to story recordings;

• . Using sound effects;
• . Interviewing people;
• . Audio-recording their voices.
AUDIO-RECORDING
• USING STORY RECORDING

Ø Many schools have some kind of story recording. Today, children are less familiar with listening to radio
programmes.
Ø Many of the students will need to be taught how to listen and how to associate pictures in a book with
the words they are reading.
We must modify the activities to the needs of each group of students.
AUDIO-RECORDING
LISTENING STORYTELLER
• The progression in the use of story recordings can be grouped below:
• . Foundation stage:
• Whole class- children taught how to listen and relate stroy to pictures and words.
• . Foundation/ Key stage 1:
• Pairs of children given specific tasks (e.g. closed and extended questions: Who won the race? Why was Tom
happy?).
• . Key stage 1:
• More complex tasks to focus attention on elements of the story (e.g. describe the house where Tom live).
https://www.educationalappstore.com/best-apps/digital-storytelling-apps
AUDIO-RECORDING
• MAKING STORYTELLER
• . Key stage 1/ Lower key stage 2
• Retelling familiar stories in their own way;
• Telling their own stories
• Listening to their own stories and commenting on their effectiveness.
• . Lower key Stage 2
• Recording their own stories, targeting younger listeners;
• Evaluating their own and each other’s recordings, if necessary, by re-recording.
• Adding sound effects to enhance the story.
• . Upper Key Stage 2
• Evaluating commercial recordings, agreeing on criteria for evaluation, identifying positive features;
• Planning, preparing and recording their own recordings.
• Using criteria and/or a target audience to evaluate their recording, making improvements to sections of the recording
AUDIO-RECORDING
• SOUND EFFECTS
• Recordings of sound effects, CDs and files are available virtually anytime.
• Children of all ages are intrigued by sounds, they can form the basis for a range of speech and hearing
activities.
• Nowadays computers, play music and sound from audio CDs, Internet resources and various sound
formats (wav, mp3, ogg...) can be used in them.
• Can be used in resources (stories, videos, narrations...) to enrich them.
AUDIO-RECORDING
• SOUND EFFECTS
• The use of sound effects in primary education during the different stages would be as follows:
Foundation Stage /Key Stage 1
• Identifying sounds:
• -Identifying familiar everyday sounds (animals, colours), leading to sequences of sounds (e.g. making tea, shopping, mowing
grass).
• -Children discuss and justify their decisions.
Key stage 1/ Key stage 2
• Dramatising sound sequences:
• -Groups plan, rehearse and perform drama pieces based on sound sequences produced by the teacher (or other children).
Key stage 2
• Editing and sequencing sounds
-Groups sequence sound clips to tell or accompany a story or dramatisation.
AUDIO-RECORDING
CONDUCTING INTERVIEWS
• Primary school teachers and children have used digital recorders for
interviews or discussions.
• Another widely used resource for this type of activity are digital
devices (tablets, mobile phones...).
• Composing questions, answering them and evaluating the results helps
develop children's speaking and listening skills:
Always adapting to the needs of each group of students.
AUDIO-RECORDING
• CONDUCTING INTERVIEWS
• The way of conducting interviews using ICTs can be organized through the different educational stages in the following way:
• Key stage 1
• . Whole-class activity deciding on questions which need to be asked;
• . Recording the interview;
• . Listening the recordings and extracting the key points from answers.
• Lower Key stage 2
• . Group-based activity discussing the key issues which need to be addressed;
• . Planning and preparing the questions;
• . Recording the Interview;
• . Summarising key points.
• Upper key stage 2
• . Whole-class discussion allocating roles, deciding on information required;
• . Small groups-planning and preparing questions;
• . Interviewing;
• . Reviewing and extracting information;
• . Discussing and deciding how to present the information, possibly editing and/or digitising parts of the interview.
RESOURCES:
Freesound.org : SOUND EFFECTS

https://www.spreaker.com/create-a-podcast : PODCAST
DIGITISED SOUND
• Different digital sound devices can be found in most primary schools.

• Most teachers and students can use them because they are quite familiar with
them.
• It is important to note that these features provide an opportunity for children to
improve their skills in both oral and auditory expression.
• Talking books can:
• Help children develop more than storytellers.
• Allow you to interact with the text.
• Animated sequences linked to specific words that help children associate the text with particular
words or sounds.
The narration of the story is under the domain of the readers

themselves
DIGITISED SOUND
• Reading talking stories/books:
• Foundation Stage
Many educational applications now include spoken instructions linked to on-screen animations. Being able to listen to and follow instructions is a valuable skill.
• Foundation Stage/lower Key Stage 1
Talking stories used in a similar way to story recordings (e.g. connecting a listening unit to the computer so several children can listen using headphones)-the
emphasis is on children enjoying stories and learning how books (and talking books) work. As the text is read aloud most talking stories highlight the words
being spoken, thereby reinforcing left-right orientation of text and developing phonemic awarenes
• Key stage 1
Using talking stories to reinforce ongoing classwork. For example, listening to a talking version of the current Big Book; carrying out tasks
such as; letter recognition; identifying target sounds, words or rhymes within the text; reinforcing the learning of a nursery rhyme or poem; or
predicting letter sounds then checking by clicking on the word.
• Lower Key Stage 2
Talking books vary in effectiveness for developing listening skills. Some place undue emphasis on animations which ear little relation to the
text, and hence are of limited value for enhancing children’s abilities to listen and interpret.
Learning can be enhanced if children are given specific activities to carry out in conjunction with listening to the text. Some can relate to
word-and sentence-level activities, while others could relate to meaning-making either through direct comprehension (e.g. Where did the hare
sleep?) or through inference (e.g.Why did the hare go to sleep?).
DIGITISED SOUND
• CREATING TALKING STORIES/BOOKS:

This allows the creation of simple spoken stories for children in the early stages of education.
Key Stage 1/ Lower Key Stage 2
o The outline for a story is drafted by the whole class;
o Each pair of children is allocated a page to write, illustrate and add their voices.
o The recording process is very straightforward and hence the children can re-record their voice clips until they are
satisfied, to practise and develop their use of voice and expression;
o The pages are interlinked by the teacher;
o The story is evaluated by the whole class.
Upper Key Stage 2
o Group-based evaluation of commercial stories, agreeing on criteria and identifying positive features;
o Each group plans and prepares their own story, and records appropriate voices;
o Using criteria and/or a target audience, groups evaluate their stories, making improvements based on feedback.
PRODUCING A MULTIMEDIA INFORMATION

PACKAGE OR PRESENTATION
• Creating a spoken story is very similar to creating a source of

information.
• It is important to take into account the form of presentation and the
different routes that the reader might take from the point of view of
content and structure.
• It is necessary to know the needs of the students and the information
that we are going to use to present it through text, images, sound clips or
video clips.
• The educational advantage of this type of activity is that children can
become creators of the information and not simple receivers of it.
PRODUCING A MULTIMEDIA INFORMATION
PACKAGE OR PRESENTATION
• Upper Key Stage / Lower Key Stage 2
For this age group, the decisions about content and structure are likely made by the teacher.A suggested series of activities could include:
. Evaluating a multimedia source as a whole class; identifying key features about how the information is portrayed and
the use of images, text and other resources;
. Planning the presentation of information using multimedia and allocating content to various groups (e.g. different stages
of a trip or individual books written by an author)
. Each group uses a writing frame or template document to create the content for their information, adding illustrations
from a picture bank or clip-art folder prepared by the teacher.
.The pages are interlinked by the teacher;
.The package is evaluated by the whole class, with comparisons made between their presentation and the commercial
package viewed earlier.
Upper Key Stage 2 .
As with a talking story, the children need to plan and prepare, making decisions about the content and the means of presentation- e.g.
should clips from recorded interviews be included? Should some text be spoken, particularly if the intended audience is very young?
. The preparation and creation of the source is similar to that for a talking story except that the children will need to make more decisions
about the resources and links which will be included to ensure that the information is conveyed clearly for the reader.
. The evaluation of an information source will require objective criteria to take account of the accuracy of the information and the clarity
with which the information is portrayed.
DIGITAL VIDEO
• Low-cost digital video (DV) cameras are available for educational use .
• Video and audio clips can be easily downloaded from the Internet and there are many programs for digital sound and video editing.
• Video recording and editing equipment is simple, allowing children to produce films and documentaries themselves with great ease
The contribution to the aspects of speaking and listening is acting as an actor or as

a presenter/interviewer
Profª Marta Carrera
Gómez
v Interests of students
have changed
v Idols and hobbies:
YOUTUBERS
v Their tastes must be
considered
Advantages:
- Improve social skills

- Familiarize students with the contents of the English language.
- Cooperative work
- Motivation
DIGITAL VIDEO
Filming digital video and editing ‘in camera’:

• Key Stage 1:
• Whole-class storyboarding a ‘program’ (drama or documentary);
• Different groups film each scene in sequence: the scene is viewed immediately and re-taken and re-viewed until acceptable;
• Whole-class activity-simple editing, stitching the different scenes together and deciding on transitions between scenes, sound effects and/or music.
• Whole class, creating a storyboard;
• Scenes shot and re-shot without erasing until appropriate-this could be done by groups or as a whole-class event;
• ‘Best’clips are edited together using a simple video-editing program- this could be done as a whole-class lesson or by a ‘production team’.
• Whole-class evaluation of the completed video.
• Upper key Stage 2

• Whole- class evaluation of a short piece of commercial video (e.g. an advert, a report from a children’s news programme.
• A discussion identifying the key feature of a short documentary film clip;
• Groups of children produce their own short documentary report by either:
• Planning, preparing, shooting and editing;
• Editing film clips
VIDEOCONFERENCING
• A resource that is part of most schools and teachers.

• Internet access and software configuration are all that is needed.
• The advantages for children in the use of videoconferencing are that they can gain access to people from different backgrounds
without leaving the classroom, providing the children are well prepared for the conference and have a clear understanding of its
purpose and their roles.
CONTEXTS FOR COLLABORATIVE
DECISION-MAKING
• Through ICT activities they can stimulate decision-making by the whole group with the
screen and as an easily accessible and open sample for all members of the group.
• The activities listed above
• Offer opportunities for children to work collaboratively.
• develop aspects of thinking and decision-making in later stages.
DECISION-MAKING
• Encouraging exploratory discussion or debate requires careful planning and preparation by the teacher to ensure
that children know their roles and responsibilities.
• Branched stories are an excellent resource that allows children to engage in a true collaborative discussion
• Teachers may be able to produce their branched stories
• They may be able to help themselves from older primary school students.
• The best branched stories are those that adapt to the needs and interests of the children and provide
stimulating situations for children to get involved in their participation.
DECISION-MAKING
EXAMPLES:
DECISION-MAKING
DECISION-MAKING
• The most effective way to ensure all the children participate in the decision-making
process when following a branching story is to agree a set of rules:
• The page must be read out loud for all to follow;

• Every child in the group must be asked for their opinion on what to do next;
• A reason must be given for that choice of action;
• Everyone’s idea must be discussed;
• Everyone must agree on the decision before a choice is made.
DECISION-MAKING
• DRAW ACTIVITIES
• Initial Stage
• . Simple draw programs such as GIMP or PAINT provide opportunities for children to make choices, then see
and justify the results of their decision-making.
• . Ready-made screens, such as Dressing Teddy can be used, or teachers can make their own to relate to specific
topics or themes.
• . Children need to be guided or supervised to ensure they work together and discuss the reasons for their
choices.
• Intermediate Stage
• . The above can be extended by the use of more complex screens and scenarios (e.g. Make a town)
DECISION-MAKING
• READING BRANCHING STORIES:

• Key Stage 1
. Children need to be instructed beforehand (e.g. as a whole class) in how to ensure all
children’s opinions are taken into account before a choice is made.
Simple branching stories based on familiar themes (e.g. fairy tales)
. Branching stories are more effective if the situation is familiar to the children and
presents them with a moral dilemma.
DECISION-MAKING
READING BRANCHING STORIES:
EXAMPLES
SUMMARY OF KEY POINTS
• Many ICT-based activities used for supporting the development of speaking and listening skills can be
differentiated to progressively develop pupil’s ICT capabilities.
• Sound effects recordings and CDs can be used effectively to support the development of listening
skills.
• Most modern computers include facilities to digitise sounds and voices.
• Creating and editing digital video clips is relatively straightforward and provides opportunities for
developing speaking and listening skills.
• Computer-based activities are very effective for supporting collaborative decision-making, provided the
children have a clear understanding of their roles and the purposes of the task.
UNIT 3. ICT AND ENGLISH IN THE
CLASSROOM-READING
Prfª Marta Carrera Gómez
Grado magisterio, mención Inglés
INTRODUCTION
• Different programs in different formats that provide

practice and reinforcement for the aspects of reading.
• From practice exercises and computer exercises to reinforce phonetic skills and
word recognition.
• Comprehension exercises or talking books.
Pearson (2002) offer an overview of the relative merits of different types of reading
support software and conclude that as teachers, we must be selective in choosing well
the programs that can support us in our classes.
INTRODUCTION
• Possibility of developing reading and writing in

tandem;
• There are some characteristics provided by ICT that support the
independent reading process
• Activities linking reading and writing have a more productive character.

INTRODUCTION
• It is important for teachers and children to be aware of the different ways of

communicate and different means of doing:
• Images, diagrams, animations, videos and sounds,
etc.
It is important to know the different software helps the development of literacy.
This maximizes the time and effort needed to plan ICT activities.
INTRODUCTION
• ACTIVITIES:
• Constructive use of talking books, branching stories and

adventure programs;
• Word-processing tasks which involve extracting meaning from text;
• The use of internet for locating, identifying and extracting text-
based and other information;
• Responding to e-mails;
• Text manipulation and problem-solving programs.
TALKING BOOKS, BRANCHING STORIES AND
ADVENTURE PROGRAMMES
vTalking books
Great help to their learning development.
Must be in planned programme of learning activities.
• Foundation stage:
• Talking books are those which read complete sentences, highlighting words as they are spoken. The children come to
associate written words with speech and will begin to recognize key aspects of text ( words, sounds, etc.). Need to
be emphasised by the teacher or supervising adult.
• Key Stage 1
• As children develop some independence in reading, they need to progress to talking books which enable them to
interact with the text. Some talking books allow the children to click on individual ‘unknown’ words to provide cues.
These are much more valuable for a beginning reader.
• Once the fundamentals of Reading have been established talking books take on a different significance. They can still
be used to support those needing additional help, but need to be chosen wisely to ensure the subject matter is
appropriate. Stylistic issues such as pace, tone and intonation can be stressed, particularly if the children are
beginning to work on their own talking books.
vBranching stories and Adventure Programmes.

Children need to be involved with the text, not only to extract meaning but also to infer, from
clues, ideas about the writer's intentions.
Adventure programs help to work with text in the classroom in primary education , More
advanced adventure programs, however, require the reader to play a role, guiding one or more
characters through complex situations.
• Reading development comes from the need to read and interpret all the information to
anticipate the consequences of your actions and then evaluate the results.
• The best examples of adventure programs: combine text (e.g., tell the story) with some simple
graphics to increase student interest and motivation.
• Key Stage 1
• . Introduce the notion of interactivity through a carefully chosen adventure program. Initially, this can be
solved as a whole-class activity, later progressing to children working together on stories in small groups.
• . The children progress to more complex branching stories, with situations which require more demanding
decision-making, forcing them to read the text and contextual cues and clues very carefully;
• Key Stage 1 / Lower Key Stage 2
• . Adventures which combine multiple choice decisions with some problem-solving situations are the most
effective for this age group;
• . The children should be shown how to record their progress through note-making to enable them to
retrace their steps if necessary;
• . More complex adventures can be introduced which require the making of a map to record the children’s
progress.
• Upper Key Stage 2
• . Adventures which present more open-ended decisions such as whether a character should carry certain
equipment or whether it should progress, turn back or follow another route;
• . The most advanced adventure programs require the children to communicate with other characters in
the story to elicit relevant information, seek advice or carry out tasks.
WORD-PROCESSING TASKS
• Activities previously prepared by teachers, although today there are many activities that can be
found on the Internet.
• Little more than electronic worksheets which children complete on screen.
• The advantages are:
• Electronic features such as speech and spellchecking can be used;

• Colourful images, animations and sound or video clips can be incorporated to enhance motivation and to
exemplify good presentation;
• Some interactivity can be included through the use of hyperlinks (e.g. click here to see the correct
answer);
• E-worksheets can be readily adapted by the teacher to meet the specific needs of groups or
individuals
• Thedisadvantage they do not provide feedback for children, they need to be printed
and marked.
Most educational word processors include a text-to-speech feature, phonemes, unknown

words or phrases can be read to children without the need for adult help. In this way,
children can work independently.
The types of word-processing activity include :
• Word-level activities such as dragging and dropping or copying and pasting words into
Word families, adding rimes to onsets, adding prefixes, constructing compound words, adding
connectives, matching pictures to initial sound, etc.;
• Sentence-level activities such a as cloze, sentence completion, adding punctuation, etc.;
• Text-level
activities including sequencing sentences by cutting and pasting and changing
focus on meaning by replacing key words.

• Using a word or picture bank, or dragging and dropping to:
• Sort pictures and words by initial sounds;
• Match initial sounds to picutres;
• Sort words into rhyming sets;
• Add onsets to rimes.
• Upper Key Stage 1
• Copying/ Cutting and pasting to:
• Add ketter strings to complete words;
• Sort words into families;
• Create compound words;
• Complete cloze passages;
• Sequence words and sentences.
• Key Stage 2
• Using editing tools to:
• Find and replace words or phrases in passages of text.
• Alter the mood of a passage by replacing all the adjectives (e.g. happy to sad, slow to
fast, etc.)
• Change the appearance of text to enhance its impact (e.g. through bullet-points, use of
heading and subheadings, highlighting key words or phrases, etc.).
QR
ACTIVITY
TEXT MANIPULATION AND PROBLEM-SOLVING
PROGRAMMES.
• There is a range of programmes which enable children to exercise and develop literacy skills
in problems-solving contexts.
• Several programs available which provide examples and enable teachers to produce on-
screen cloze passages.
• The advantage of electronic versions over paper-based alternatives is that the computer
can provide children with immediate feedback.
• Some programs enable the teacher to specify acceptable alternatives for missing words,
while others provide lists of specific words to be dragged and dropped into the spaces.
EXAMPLES OF ICT RESOURCES
vGRAMMAR AND VOCABULARY
.BBC LEARNING English: British public television devotes a website to learning
English, where you can find videos, activities, grammar explanations,
pronunciation exercises and other useful resources for your classes. In
addition, the site has an outstanding
YouTube channel. https://www.youtube.com/user/bbclearningenglish
Link: http://www.bbc.co.uk/learningenglish/english/home
• La mansion del inglés. In this web there is theoretical information, exercises, electronic books,
videos, games and other activities to practice grammar and orthography, to train the ear and to
learn vocabulary.
• LINK: http://www.mansioningles.com
vREADING:
STARFALL: Minisite that allows primary school students to access non-fiction stories or texts in
which, while reading and listening, they practice the use of verbs or expressions. There are also simple
games with which to practice English vocabulary.
LINK: https://www.starfall.com/h/
• NATIONAL GEOGRAPHIC KIDS:
Web of the National Geographic magazine aimed at children, where you will
find numerous readings on the natural world, as well as other resources,
such as videos or games.
Link: https://kids.nationalgeographic.com
vTIME for Kids: Children's edition of the well-known magazine TIME, which offers
numerous current articles on different subjects: international, culture, science, sports..
• LINK: https://archive.org/details/gutenberg
LISTENING:
STORYNORY: Web with hundreds of stories, fables, poems and songs for children recreated by actors
and collected in audios to play online or download. It includes from Greek myths to classics such as
The Snow Queen http://www.storynory.com/2007/12/23/the-snow-queen-part-1/ , by Hans Christian
Andersen, or Beauty and the Beast http://www.storynory.com/2008/04/28/beauty-and-the-beast-2/ ,
by Charles Perrault.
LINK: https://www.storynory.com
vAPPS:
POPTROPICA ENGLISH WORD GAMES:
Created by Pearson, this app aims to teach English vocabulary to primary school students. It resorts
to gamification, which is why, through challenges and games, they develop and design their new
dictionary of words in this language. Also, it is an extra material that accompanies the English method
Poptropica English Islands. It is available for iOS and Android devices.
Link: https://www.pearsonelt.es/catalogue/Primary/poptropica-english-islands.html
vCREAAPCUENTOS:
• This app allows you to create stories in English in just a few steps. The
app itself offers illustrations from different classic stories that children
can mix and match by adding texts and audios to create their own story.
And the more pages they create, the more motivation they get from the
app, for example, with one of the Three Little Pigs characters encouraging
them to add more.
• LINK: https://apprender.force.com/s/app/a041t00000GfS9hAAF/creappcuentos
• MY LIFE IN ENGLISH:
• Compatible with iOS and Android, this app developed by Itbook aims to motivate
students between 9 and 11 years old to learn English through 10 games that
promote self improvement and vocabulary teaching.
• link: https://mylifeinenglish.itbook.es/
vDIC-DIC
• Designed so that students up to the age of 12 can learn to spell words commonly used in
several languages, including English. With this app, they also write the locutions they hear
dictated by native children. It is not only possible to choose at any time the level of
difficulty, but also if you want to use clues, with them, consolidates the learning of the
letters associated with their sound.
• LINK: http://www.dicdicapp.com/en
• https://itunes.apple.com/es/app/dic-dic/id643656920?mt=8%20
vPLAY TALES GOLD

• Available for both Android and iOS, this app offers a large collection of stories in
English to encourage students to read. All stories are free, there is also a paid
version without advertising.
• LINK: https://www.amazon.es/PlayTales-Gold/dp/B00AWN1Y6E
ICT AND ENGLISH IN THE CLASSROOM-
WRITING
INTRODUCTION:
The use of ICTs in the primary education classroom is through

word processing.
It is considered that the best way to use time productively
is to use computer skills with other activities.
Word processing is the most common and used application for
writing development but there are other activities to improve
writing skills.
INTRODUCTION:
Activities help develop children's writing skills :

• Exercise and practice programs to improve punctuation and spelling.
• Specific programs to reinforce correct word order.
Compositions:
• Children's specific vocabulary
• To change the form of presentation of some activity to facilitate its comprehension.
• Change the objective of a fragment of the text.
Plan and edit:
• Compose, write, revise, edit texts.
• Use text-to-speech functions.
INTRODUCTION:
Punctuation:
Spelling
Use of Spellcheckers
• Presentation:
• Experimenting with diferente programs and formats to evaluate their
effectiveness;
• Combining text and images to convey information efficiently;
USING DRILL AND PRACTICE PROGRAMS
• It is important to use carefully integrated programs to work with students for

specific contexts for the application of the skills being reinforced.
• Spelling programs are effective in primary education. One activity would be to
work with words that are difficult to learn to pronounce
USING DRILL AND PRACTICE PROGRAMS
• JOLLY PHONICS:
Jolly Phonics is a synthetic phonetic method for
teaching reading and writing to children in pre-school
and primary education through the different phonemes
that make up the English language.
It was started in the 70's in the United Kingdom,
where a small group of teachers believed that a
change of method was necessary for some students
who had difficulties in reading and writing.
in 1992 the first book The Phonics Handbook was
published, which was followed by the publication of
different complementary materials and was present in
more than 100 countries. It is currently one of the most
widely used reading and writing methods in countries
such as the United Kingdom and in some international
schools in Spain.
https://www.youtube.com/watch?v=WlkIC4Yls5I
USING DRILL AND PRACTICE
PROGRAMS:
• Integrated programs to work with students for specific contexts for the application of the skills being
reinforced.
• Spelling programs are effective in primary education. One activity would be to work with words that are
difficult to learn to pronounce
PROGRAMS TO REINFORCE CORRECT LETTER
FORMATION
ACTIVITIES USING WORD PROCESSORS

• Simplified toolbars and icons;
• Text to speech,
• Word banks
• Simple insertion and editing of images
The main objective of the choice of activity with a word processor is the
learning of children's literacy. Through careful planning and preparation it is
possible for children to develop their ICT word processing skills through
interesting and meaningful activities based on literacy.
The fastest way is through editing and writing short texts such as poetry, posters,
paragraphs, descriptions, presentations, etc. or through the development of a text
provided by the teacher.
Educational word processors offer the following features that can be found in the
elementary classroom:
- Simplified toolbars and icons;
- Text to speech, in which the computer reads aloud letters, syllables, words, sentences and/or
passages during or after writing.
- Word banks, which provide lists of words, phrases or sentences that can be entered into a
document with a simple click of the mouse.
- Simple insertion and editing of images on the screen without the need for complicated tools.
Main objective is: the learning of children's literacy.

Through careful planning and preparation it is possible for children to develop their ICT word
processing skills through interesting and meaningful activities based on literacy.
Sometimes a literacy activity can be the search for synonyms in a text where the only adjective is
“nice” for example and replace them with other words that have been studied in classes previously
Lower Key Stage 1

• . The passage is presented in MS Word or Talking First Word using drop-down form
fields. The children click on each occurrence of “nice” in the text and select the
alternatives presented.
Upper Key Stage 1

• . The children are provided with a list of alternatives for “nice” in a word bank. They
are required to delete each occurrence of “nice” and click on an alternative in the word
bank.
Lower Key Stage 2

• A list of alternatives for “nice” is provided at the top of the page. The children have to
delete each occurrence of “nice”, then drag and drop or cut and paste the most appropriate
word from the list.
Upper Key Stage 2

• The children click on each occurrence of “nice” and select a synonym using the thesaurus in
the tools menu;
• As above, but before making their alterations, they turn on the “track changes” option in
MS Word and, when they have amended the passage, they swap with another group to
“accept” or “reject” each other’s changes.
• The activity may vary depending on the intellectual level and application of ICT skills.
• The level of the students and the objective of our class must be taken into account .
• We will find different levels and variations in the ICT skills of our students which need
not be related to their English proficiency.
• These activities used to support or enhance the learning and teaching of different aspects
of the writing process.
• COMPOSITION
• WRITING FRAMES
• COMMUNICATING ELECTRONICALLY
• EMAILS
• E-PALS
COMPOSITION
• Word processors can be used to provide different activities at different levels for
children's vocabulary development.
• Ideas:
o Simplifying a piece of text
o Enhancing a skeleton text
o Changing the meaning of a piece of text by finding alternatives for key words.
o Brainstorming
COMPOSITION
• Editing the presentation of a piece of text:
• Changing the way an existing piece of work is presented to give it more impact or
make it easier to read.
• Changing the focus for a piece of writing:
COMPOSITION
Creative Writing in the Primary Education Classroom
• Written production needs extra-motivation from students

• Writing tend to provoke more reticence in learners, as they involve a more
active and imaginative role for them, which they are not used to.
• It is the teacher's responsibility to provide the appropriate tools and
motivation to encourage the students' expression
COMPOSITION
FOLLOWING ASPECTS
• Intelligence and aptitude
• Personality
• Age
• Motivation
BASIC DIFFICULTIES
• Lack of knowledge
• Lack of patience.
• Punctuation errors.
• Lack of imagination.
• Lack of previous readings
• Lack of expressiveness and fluency
• Lack of interest and motivation.
• Fear of failure and corrections.
• Anxiety and stress.
COMPOSITION
To combat these difficulties, statements can be offered that camouflage the real
complexity of the activity within a game or a more playful task, allowing students to
abandon fears, conflicts, complexes or anxiety, to simply express themselves and enjoy
themselves
COMPOSITION
It is essential that the classroom environment is appropriate, so the space and the
proposed activities must meet the following requirements:
• Temporalization:
• Motivation and involvement:
• Good mood and playful atmosphere
• Security:
• Creativity:
• Empathy and tolerance:
• Decision-making capacity:
• Exchange of opinions, debates and brainstorming:
• Problem solving:
COMPOSITION
Some proposals for creative writing activities for the Primary English classroom are the
following:
• Using Gianni Rodari's Fantastic Binomial technique, the students will be offered pairs of
unconnected words so that they can create a story from them, and the children will use their
imagination to establish a relationship between them that does not exist at first. Examples: Apple
and piano / Mouse and bus, among others. The activity can be more or less complicated,
depending on the words chosen and the length requested for the writing, and can start with
simple sentences. More clues could also be offered, such as, for example, indicating the context
in which the plot would take place: the planet Mars, the Wild West, a chocolate factory, a zoo,
among others.
• With words written on individual pieces of paper, as indicated by Gianni Rodari (one word per
piece of paper), they are asked to construct a sentence, then, with the same words, transform
and disorder it, to discover how the meaning changes according to the order used.
WRITING FRAMES
• One of the most effective and versatile ways of using ICT to support the development
of children’s abilities with composition
• A template document to which the children add content.
• Provide a structure for children’s written work
• Introduce conventions such as “signpost” phrases linking one paragraph to the next
WRITING FRAMES
WRITING FRAMES
• For younger children or less confident writers, writing frames can be made highly
structured, with spaces for individual words. For more accomplished writers, writing frames
tend to be more open-ended, demonstrating more sophisticated use of language.
• The advantage of a writing frame presented as a word processor document is that children
can work collaboratively more readily and rework their writing as it progresses
• Can be prepared by the teacher and saved as template documents, which means the
children will not be able to change the original.
COMMUNIC ATING ELECTRONIC ALLY
• The rapid rise in the availability and popularity of the internet and mobile phone
technology has profoundly affected the ways in which we can communicate.
• The critics may not have noticed how this has indicated not only the flexibility and
adaptability of written language, but also the redundancy and arbitrariness of spelling in
English.
COMMUNIC ATING ELECTRONIC ALLY
• Text messaging does offer some opportunities to explore aspects of morphology and
phonemic awareness,
• Having access to the internet inevitably presents teachers and learners with considerably
more potential for developing aspects of writing through communication with a global
audience and access to a wide range of resources.
• OPPORTUNITIES:
• Communicating with real and fictional people via fax, e-mail web-chat, etc.
• Reading and contributing to online stories;
• Creating web pages to communicate information and ideas;
E-MAIL
• It readily became apparent that this option posed more threats to children than opportunities.
• Websites provide detailed and sound guidance on the precautions teachers must take in using e-
mail with children, particularly in protecting their identities and minimising their exposure to risk.
• A number of interesting and valuable activities can be planned to develop children’s writing
skills and knowledge in purposeful contexts:
• Communicating with fictional characters;
• Writing collaborative stories;
• Exchanging information with e-pals;
• Seeking information from “experts”;
• Participating in local, national and international online projects;
• Reinforcing home/schools links.
E-MAIL
https://www.kidsemail.org
COMMUNIC ATING WITH FICTIONAL
CHARACTERS
WRITING COLLABORATIVE STORIES
EXCHANGING INFORMATION WITH E-PALS
• Finding e-pals in a different part of the country or a different part of the world is relatively
straightforward, provided it is done via personal contacts or reputable organisations.
• An e-pal can be beneficial in developing aspects of writing. It is more interesting and

effective if the communication forms part of a larger project to find general and specific
information about the life, interests and culture of the other person.
PARTICIPATING IN LOC AL, NATIONAL AND
INTERNATIONAL ONLINE PROJECTS
• A project could initially be established to compare two contrasting localities as part of the
geography curriculum.
• individual e-pals in the two classes could exchange information about their lifestyles,
interests and leisure pursuits.
• Local projects are sometimes set up by: secondary schools and feeder primary schools; for
clusters of schools, or by local organisations and charities interested in working with informal
clusters of schools.
• National and international projects are continually being introduced and developed
• https://www.educaciontrespuntocero.com/experiencias/experiencias-innovadoras-en-clase-de-
ingles/88240.html
REINFORCING HOME/SCHOOL LINKS
• Primary teachers communicate information to parents about the topics being studied
through the school’s website
• Using the web to set homework for the children
• E-mail and the web provide resources and information for those wishing to support
their children’s learning outside school and for parents and children to communicate
with teachers.
• The greatest value in reinforcing home/school links must surely lie in the publication
of children’s work on school websites.
READING AND CONTRIBUTING TO ONLINE STORIES
• The best-known online story is probably The Never-Ending Tale which is typical of
this type of resource
• http://www.xform.net/creations/tale/instructions.html
• https://www.kidpub.com/
• Google drive
CREATING WEB PAGES TO COMMUNIC ATE INFORMATION AND
IDEAS
• A website is like no other document because:
• It is designed specifically to be presented on a computer screen;

• It can incorporate text, images, sounds, animations and video clips;
• It will have an immediate guaranteed worldwide audience;
• There is no intermediary between the creator of the web page and the readers
CREATING WEB PAGES TO COMMUNIC ATE INFORMATION AND
IDEAS
• Some of the ways in which the creation of web pages could enhance learning and teaching
of English include:
• A platform for celebrating and sharing children’s creative writing;

• Information about the school and its events
• An information source about the locality;
• An information source about an aspect of the children’s other studies
• An online questionnaire related to the children’s ongoing studies.
INTERESTING WEB PAGES
• Listen and write: https://www.listen-and-write.com/

• Write source: https://k12.thoughtfullearning.com/resources/writingtopics#inc
• E-Pal for kids: http://www.studentsoftheworld.info/
Profª. Marta Carrera Gómez
UNIT 5. SUPPORTING TEACHING IN

PRIMARY EDUCATION
Grado primaria. Modalidad semipresencial, Mención inglés.
Universidad Católica de Ávila
SEPT-JAN 2021-22
INTRODUCTION
• Ways in which ICT can be used to facilitate, augment or improve teaching.

• Teachers could make use of ICT in the following ways:
• To help with the research, planning and preparation of information and materials for
teaching;
• To act as a teaching aid supporting their classroom teaching;
• To assist with assessment, record-keeping and analysis of children’s progress;
• To support the teacher’s wider professional role through assisting with
• Administrative tasks and professional development.
USING ICT TO ASSIST WITH PLANNING AND

PREPARATION
• PLANNING AND PREPARATION :

• Background research into the topics being covered;
• Planning activities to meet the needs of the children and the curriculum;
• Preparing resource materials to support teaching and learning in the
activities planned.
BACKGROUND RESEARCH
v Teachers need to research background information about the
topics they are teaching.
v Checking up on the correct use of grammatical terms or

English usage, but might equally require searching for
information about authors, poets, genres or the origin of words
and phrases.
v Teachers wish to search for pieces of text/pictures related to

a topic with their children through Internet.
v More time-effective approach is to use lists of web links

provided by others.
BACKGROUND RESEARCH
v Trainee teachers and teachers are often concerned about finding appropriate software and
ICT-based resources to support their teaching as well as ideas for making effective use of
ICT in their teaching
v One of the greatest difficulties with ICT is the frequency with which new resources
are developed and the rapidity with which materials become dated.
PLANNING
• PLANNING ACTIVITIES
• PLANNING TEMPLATES
DOCUMENT SHARING AND PREPARING TEACHING

AND LEARNING MATERIALS
• DOCUMENT SHARING:
• LESSONS
• MATERIALS
• RESOURCES
• Quality and variety of information
• Suitability
• Ease of location and access to information
• PREPARING TEACHING AND LEARNING

MATERIALS
• PAPER-BASED RESOURCES
• COMPUTER-BASED RESOURCES
SIMPLE ONLINE ASSESSMENTS
• There are many applications and platforms to make simple

evaluations.
• Examples:
• Google Form:
• In Google Form there are templates for easy evaluation

• Socrative: free platform for online evaluations. We can

put true/false, multiple choice or short answer
questions
• https://www.socrative.com/

• Quizlet
ØIt is an online tool for creating interactive educational activities.
• It is a fantastic tool for language teaching and learning.
• It has a very complete free version that gives you many options.
• It works as a social network.
• You can create and configure:
• worksheets,
• activities for writing,
• practising spelling,
• taking tests, playing games,
• learning and competing.
• You can create and set up classes.
• Search and use activities made by other people in QUIZLET for your classes.
• https://www.youtube.com/watch?v=7oJk0IBynoU&t=55s
PREPARING TEACHING AND LEARNING MATERIALS
• PAPER-BASED RESOURCES
• WORD PROCESSORS
• COMPUTER-BASED RESOURCES
• E-WORKSHEETS
• SKELETON TEXTS
• QUIZZES AND TESTS
E-WORKSHEETS
• A computer version of a paper-based worksheet.
• An individual or small group of children completes the activity on-screen using a
word processor while the rest of the children complete the paper-based version.
• Help those lacking in confidence in English to make use of some of the word
processor’s tools such as spellchecking or text-to-speech.
• https://www.cricksoft.com/uk/clicker
SKELETON TEXTS
• A cloze passage, with missing words for the children to complete.

• A computer-based version could include missing words in a word bank
or as a list to be cut and pasted or dragged and dropped into place. A writing
frame is another, more extreme, skeleton text.
• includes bland sentences outlining a story or event, or describing an
object, person or place which the children must enhance.
• A single sentence to the bare bones of a complete account or short story
awaiting embellishment.
QUIZZES AND CHECK TESTS

• Simple tests and quizzes can be devised quickly by teachers
• It is also possible for teachers to devise and produce their own interactive
resources using presentation software such as PowerPoint,
• the educational benefits to the children are seldom worth the effort spent
in producing this type of resource.
Ø Quizizz
• Quizizz is an educational tool that allows teachers to create games, quizzes, competitions and tests related to any
subject or topic, both in the classroom and at home, and to set the created resources as homework.
• The family can use the English language or set up the resource in Spanish. Not only can they use the materials already
created for family practice, but they can also create new ones and use them for home practice.
• A tool similar to Kahoot! with which teachers can create tests to be taken in class in real time.
• The tool is flexible as it allows text, images or audio to be added to the questions.
https://quizizz.com/
Ø KAHOOT :
Ø A very useful tool for teachers and students to learn and review concepts in an entertaining way, as if it were a quiz.
The most common way is through quiz questions, although there is also room for discussion and debate.
Ø Finding a game or application that fits the exact theme of a class or group is complicated, and that is why one of
the main advantages of Kahoot! is that anyone can create the content for a game.
Ø This gamified, social education web service behaves like a game, rewarding those who progress through the answers
with a higher score that catapults them to the top of the leaderboard.
Ø It is however more of a reinforcement tool, as the nature of the questions are too short to go into too much detail.
ICT AS A TEACHING AID
• Shared text work (a balance of reading and writing) with the whole class- 15
minutes.
• Focused word (Key Stage 1) or word and sentence (Key Stage 2) work with
the whole class-15 minutes.
• Independent reading, writing or word work while the teacher works with
at least one (Key Stage 2) or two (Key Stage 1) ability groups on guided text
work -20 minutes.
• A whole-class plenary reviewing, reflecting, consolidating teaching
points and presenting work covered in the lesson-10 minutes.
WHOLE-CLASS TEACHING
• It is significant that the recommendation is for the

majority of the hour
• Effective teachers make good use of plenary
sessions at the end of their lessons to consolidate and
assess the children’s learning.
• ICT can be used to enhance the quality of
whole-class teaching by careful use of hardware
(equipment) and software (programs).
HARDWARE SOFTWARE
• Any piece of relevant software can be used for

• Important to adapt our whole-class teaching in English.
hardware tools to our • Teach information-handling skills such as the use
of key words for narrowing down a search,
class skimming and scanning pages for information or
• More than one monitor using the ‘find on page’ option for locating a
specific word or phrase.
• Data projectors
• Word processors, multimedia authoring packages
• Interactive whiteboards
and presentation software provide opportunities
• The mouse and/or keyboard can be passed to for you as a teacher to prepare specifically
particular children to click on on- screen buttons or targeted activities
to edit and enter text.
USING WORD PROCESSORS FOR WHOLE-

CLASS TEACHING
• Potential for developing aspects of children’s learning in English.

• Following ideas are offered as suggestions about how the features offered by a word processor
• Highlighting
• Search and replace
• Moving text
• Zooming-in on text
• Inserting text
• Deleting Text
• Formating text
• Entering text
• Language tools
USING PRESENTATION AND MULTIMEDIA AUTHORING

SOFTWARE FOR WHOLE-CLASS TEACHING
• To emulate photographic and overhead projection slides used to illustrate formal presentations
• Enables the user to design a series of screens or ‘slides’ for presentation in sequence. (animations, sounds
and transitions between slides. )
• Designed principally to show slides in a linear sequence,
• Some presentation programs also include the facility to add hyperlinks and buttons.
• Be programmed to respond when clicked by making sounds, moving a particular slide, opening a web
page, loading a document, opening another program or starting a video clip.
• Multimedia Presentations:
• Glogster: Glogster is an educational tool with enormous potential that allows students to create and share interactive multimedia
posters called "glogs" on the web and to visually and attractively synthesise the knowledge acquired on a specific topic.
• CHARACTERISTICS
q Making compilations of audio or video recordings, exhibitions of photographs and images.
q Presentation of class content: readings, links, games, extension tasks, etc.
q Presentation of work, murals on class topics, personal presentations, comments and opinions on texts, books, articles,
performances, news, etc.
Link : https://edu.glogster.com/
FLIPSNACK:
Flipsnack is a very useful tool for publishing PDF documents into a flash resource that looks like a magazine or digital book.
CHARACTERISTICS
DIDACTIC USES
• Convert class work into books or digital magazines for better visualisation.
• Share work, notes or school magazines among students or teachers through social networks or in classroom
presentations.
• GENIALLY:
It is a tool for creating images with interactivity and animation in a very simple way. it achieves impressive results with little
effort. to understand each other:
-An image with interactivity allows the user who is viewing it to access more information or other pages by clicking on a
point in the image.
-Animation consists of making some element(s) of the image move, easily capturing the user's attention.
-Offers an infinite number of resources for creating educational content, for social media or company presentations:
bloggers, teachers, community managers, entrepreneurs, speakers... will find a wide range of templates to bring content to
life in images. and, of course, you can also create simple images, without animation or interactivity.
GENIALLY:
• Types of genially creations:
Presentations
Infographics
Gamification
Interactive images
Video Presentation
Guide
Training materials
Blank creation.
CANVA: Canva is a graphic design and image composition for communication website founded in 2012, which offers
online tools to create your own designs.
• Create amazing designs with Canva's fantastic set of features.
• Teams. Create better designs in teams. ...
• Photo effects. Add stellar photo effects to make your photos look great. ...
• Crop images. ...
• Icons. ...
• Frames. ...
• Photo layouts and grids. ...
• Add text to a photo.
Multimedia Presentations:
• Prezi: Digital presentation.
• It is freemium: Prezi can be used free of charge, something that is theoretically not possible with PowerPoint, as you must have
purchased an Office licence. Simply register on the website and you can start using the tool in a few seconds. The disadvantage of this
free option would be that the contents of the users who use it would be open. In other words, your presentations are public and
anyone can access them online.
• It is not a succession of slides: The way Power Point has been designed, it allows slides and slides to be passed around. The slides can
be isolated from each other and have no relationship whatsoever, or they can include contents that are developed after an introductory
outline. However, the visualisation of slides does not help to link the different sections in any way. Prezi, however, has a visualisation
method that allows you to connect the different points of an outline and visually 'travel' from one to another.
• It is more dynamic: The most obvious advantage of Prezi is its dynamism. You don't really need to have any technical or graphic
knowledge to use this possibility, as the application interpolates the space between one slide and another, creating an animation
automatically to move between them.
• It can keep the audience's attention better: By having a presentation system that moves continuously, it is easier for a presentation
made in Prezi to capture the attention of users better than one made in Power Point.
• Originality: It is a tool that can be used to great effect if you are creative and with which you can surprise your audience
USING ICT FOR PERSONAL AND

PROFESSIONAL DEVELOPMENT
• Access to topical information about education;

• Increased opportunities for communication with colleagues, parents and outside
• agencies;
• Software tools to assist with the preparation of teaching materials;
• Software tools to assist with the recording and analysis of pupils’ progress.
USING ICT FOR PERSONAL AND

PROFESSIONAL DEVELOPMENT
• ClassDojo:
Ø Combines a part of gamification and resources for this purpose together with an important platform to inform parents of their
children’s progress, while we, the teachers, keep a record of the evolution of each one of them.
Ø A platform that will motivate them, that is very easy to set up and that is also completely free and very visually attractive,
something that will undoubtedly help to hook the kids.
Ø https://www.youtube.com/watch?v=ZZ27nMOVI_g&t=2s
ACCESS TO INFORMATION
• It is easy to find material and information to be able to use ICT for teaching
English.
• Manage the use of a browser to access the web pages, and know how to use a
search engine (for example: Google, Bing,Yahoo ...)
• https://sites.google.com/site/teachingwithtic/
INCREASED OPPORTUNITIES FOR

COMMUNICATION
• Accessing websites might provide ideas for teaching a topic

• Specific information might be required, particularly if the enquiry stems from some ongoing work, a
difficulty which has arisen in the classroom or an issue to which there seem to be conflicting answers.
• http://maestros25.com/forum/index.php
SOFTWARE TOOLS FOR

PREPARING TEACHING MATERIALS
• Some websites include free downloadable resources such as the quiz-making program
provided by MAP
• Browsing software catalogues or visiting suppliers’ websites will yield a range of other
utility programs to assist you in the production of classroom materials.
• www.mape.org.uk
SOFTWARE TOOLS FOR

PREPARING TEACHING MATERIALS
CANVA: Canva is a graphic design and image composition for communication website founded in 2012, which offers online
tools to create your own designs.
• Create amazing designs with Canva's fantastic set of features.
• Teams. Create better designs in teams. ...
• Photo effects. Add stellar photo effects to make your photos look great. ...
• Crop images. ...
• Icons. ...
• Frames. ...
• Photo layouts and grids. ...
• Add text to a photo.
• https://www.canva.com/es_es/
• https://practicaledtech.com/2020/01/07/ten-things-you-can-do-with-canva-in-your-classroom/
SOFTWARE TOOLS FOR RECORDING AND

ANALYISING PROGRESS TEACHING MATERIALS
• The most straightforward form of ICT-based record-keeping is a paper-based mark list using a table produced in
a word processor.
• A more effective method is to create a similar table as a spreadsheet
• Formulae can be used to automatically calculate totals and averages and standardise scores. Some spreadsheets (
• Results can also be presented as graphs to help spot trends or persistent patterns.
• Scores to be merged into word-processed documents to, for example, produce individualised letters or reports
to parents.
IMPORTANT RESOURCES FOR TEACHERS
Padlet
• It is a digital platform that offers the possibility of creating collaborative walls. In the school environment, it
works as a virtual collaborative whiteboard where teacher and students can work at the same time.
• This tool opens up a range of possibilities for developing different educational resources.
• Padlet Backpack, a version specifically for teaching use that is already used in schools in many parts of the
world, has become an excellent option for storing and sharing different multimedia content.
• By simply creating an account, you can start to set up a wall of activities and provide students with the link so that
they can access and start publishing their contributions in the different formats that the tool allows: text, audio, video
or image.
• https://es.padlet.com/
• https://www.youtube.com/watch?v=pi49odbvuIg

Google Classroom is a tool created by Google in 2014, and intended exclusively for the educational world. Its mission is
to enable collaborative classroom management through the Internet, being a platform for learning management or Learning
Management System.
CHARACTERISTICS:
• All the options of this tool are associated with a Google account, so that both the teacher and the students must have
their Gmail, and their Google account will act as their identifier.
• This Google tool allows you to manage online classes, and can be used for face-to-face learning, 100% distance learning, or
even blended learning.
• Documents can be created, information can be shared in different formats, meetings can be scheduled and conducted
virtually.
• Students will also be able to access their classes, notes or homework assignments from any device.
ADVANTAGES:
• It is a completely free service, with a Gmail account you already have access, and schools can access it with their GSuite
accounts. It is also quite easy to use, and incorporates real-time communication methods between teachers and students.
USES:
The tool allows selective assignment of tasks, allows sharing of documents with all classes, and facilitates the organisation of
information by generating automatic folder structures to organise resources. It has applications for mobiles and tablets in
addition to the web client, so it can be accessed virtually anywhere.
TUTORIAL
• https://www.youtube.com/watch?v=xfgqtCi7hdo&t=161s
UNIT 6. MANAGING ICT WHEN
TEACHING ENGLISH
Prof.ª Marta Carrera Gómez

Grado magisterio, mención Inglés (modalidad semipresencial)
UNIT 6. MANAGING ICT WHEN TEACHING ENGLISH
• INTRODUCTION:
Many teachers find it difficult to integrate ICT activities into their classes.
However, teachers are finding ways to organize their time and resources to develop learners' ICT skills
in the context of specific English classes.
INTRODUCTION :
• The management of ICT, as with any curriculum area, requires the teacher to organise a combination of
factors:
• Managing the curriculum:

• Managing assessment and record keeping:
• Managing time:
• Managing resources:
• Managing the classroom:
• Managing people:
MANAGING THE CURRICULUM
• The law of greater rank that currently governs all Spaniards in education is the Organic Law
8/2013 of 9 December for the Improvement of Educational Quality, better known as LOMCE
• Article 18 of the LOMCE establishes that work will be carried out transversally in all the areas
(subjects) of Primary, Information and Communication Technologies
• The importance of ICT in this educational stage, stating that one of the seven basic skills that
students must acquire in Primary Education is digital competence.
• The great advantage of English is that, like ICT, it has a cross-curricular application; aspects of English
can be developed within any subject.
• The secret for the successful integration of ICT into subject teaching lies in the quality of a
teacher’s medium-term planning.
• To ensure that ICT planning takes account of subject contexts the following approach can be adopted:
• Identify the ICT focus for the medium term planning period;
• Define a series of learning outcomes/objectives for the period;
• Draw up subject plans, identifying opportunities for meeting the ICT learning outcomes;
• Complete the ICT planning, indicating the relevant subject contexts for developing the ICT outcomes.





MANAGING ASSESSMENT AND RECORD-KEEPING
• Many teachers find it difficult to evaluate ICTs:

Despite some improvements, the quality and use of ongoing assessment [in ICT] remains unsatisfactory in
more than a quarter of schools (OFSTED, 2002a, p.3)
Because ICT is integrated into the learning and teaching of other subjects it is sometimes difficult to lease out
the subject learning from the development of ICT knowledge and skills.
As with any aspect of teaching, effective assessment relies on clearly focused planning.
MANAGING ASSESSMENT AND RECORD-KEEPING
• The key to successful ICT teaching lies in having a clearly defined medium-term plan.
• A suggested approach to assessment is therefore to monitor the children’s progress in relation to the
learning objectives which have been future planning on the needs of the children.
• The final column of the example medium-term plan shows the sorts of evidence children might demonstrate
to show that they have achieved the objectives.
MANAGING TIME
• The management of time is another important factor in making effective use of ICT resources.
COMPUTING SUITES
• Centrally located ICT resources such as computer suites are usually time tabled to ensure that all classes have
equal access.
• Some schools set aside a week-long slot for each class through the year on the basis that this time can be
spent in an intensive ICT-based project.
• The management of time is another important factor in making effective use of

ICT resources.
COMPUTING SUITES
• Centrally located ICT resources such as computer suites are usually time
tabled to ensure that all classes have equal access.
• Some schools set aside a week-long slot for each class through the year on the
basis that this time can be spent in an intensive ICT-based project
MANAGING TIME
CLASSROOM-BASED COMPUTERS
• For those teachers who have classroom-based computers, the management of access to ICT is more within
their control.
• Clearly there are times when it is not convenient or appropriate for children to be using a computer,
particularly during whole-class teaching sessions.
MANAGING TIME
• Some teachers use a rota system for allocation of the classroom computers.
• Theoretically, it should be possible for every child to work with a partner for at least an hour each week if two
classroom computers are available.
• However, to make it work, the teacher needs to have a well-organised approach to ensuring that the children have
opportunities to complete their other classwork.This can be achieved in a number of ways:
MANAGING TIME
• Ensuring the ICT rota is organised so that the pairs do not miss the same subject sessions each week;
• Ensuring that every lesson includes a parallel ICT-based activity which relates to the subject and the ICT
objectives;
• Planning weekly tasks on a rolling basis so that children can complete then in any order;
• Organising project time in which children complete previously started work set out in a weekly to-do list;
• Accepting that not every child needs to complete every task in every subject (some might be absent anyway);
• Detailing children to instruct those using the computer(s) about what they have missed;
• Planning group-based tasks which always include an ICT-based activity for completion by the relevant ICT pair
for that session.
MANAGING TIME
• An alternative approach is to encourage children to see the computer as a tool which can be used
when it is needed by loading, for example, an electronic dictionary which is available at all times for
checking spellings and synonyms.
• With the introduction of broadband-access to the internet, it is possible for the classroom computer to
be connected continuously to a website providing information or online activities relevant to the topic
being studied.
MANAGING TIME
• Some teachers load the classroom computer each day with a drill and practice program to enable children to
practise, for example, their spelling.
• In turn, each child logs into the program and spends around 15 minutes working through a tailored spelling list.
MANAGING RESOURCES
• ICT resources fall into three categories:

• Hardware – the equipment such as computers, networking, printers, digital cameras, etc.;
• Software – computer programs;
• Support materials and consumables – instruction manuals, floppy disks, CDROMs, printer paper, ink cartridges, etc.
MANAGING RESOURCES - HARDWARE
• The deployment of computers is largely a school-based decision (whether the computers will be centrally pooled in a
suite, distributed around classrooms or a combination of both).
• When deciding where to position a classroom computer the following might prove useful
• If it is to be used for whole-class teaching as well as independent work and group-based activities, it should be
positioned conveniently for all purposes, or be mobile.
• When being used for independent activities, you might want it positioned to cause the least distraction to others.
• The computer should be as close as possible to its power socket and, where relevant, the network point. If extension leads
are required, these should not be trailed across thoroughfares.
• Teachers need also to be aware of basic health and safety considerations when using ICT equipment.
• When organising your ICT equipment you should pay attention to:
• Safe use of electrical equipment:
• Do not allow children to plug and unplug mains equipment;
• Keep water well away from any electrical equipment.
• The positioning of equipment:
• Ensure the screen does not reflect bright lights;
• Use adjustable seating to allow the children to work with their feet on the floor, with the monitor level with their eye-line, and their
elbows level with the keyboard;
• Check the screen is not positioned to distract others.
• Child protection issues:
• Ensure children are not permitted to access the internet without direct supervision from an adult;
• Ensure children are aware they should not give their names or any other personal details to anyone over the internet;
• Check children`s names are not displayed alongside their pictures on the internet.
• The school should have more detailed policies and procedures for use of ICT equipment, particularly when using the
internet and/or when taking digitised images of children.
• You must make sure you are familiar with these before attempting any ICT work with children, particularly when using
the internet.
• Another important health and safety consideration is the positioning of data projectors.
MANAGING RESOURCES - SOFTWARE
• Software and files need managing on a computer or a computer network to ensure that children and you as their
teacher can find what is needed.
• Once a computer program has been installed, it will usually be found by accessing the Start menu.
• Some school-based computers use an educational management program which presents the children with restricted
access to the computer’s services
MANAGING RESOURCES - SOFTWARE
• Many primary schools are now installing local networks which not only provide all class-room computers with
access to the internet, they might also provide teachers with a network drive on to which can be placed files for
use by the children.
• Many teachers use resources on CD ROM, USB and above all, on a network, especially on the Internet. It is
convenient to know how to manage these materials correctly.
MANAGING RESOURCES - MANAGING SUPPORT MATERIALS
• Most computer programs include on-screen help and information. Some educational programs even include
on-screen video sequences demonstrating basic techniques for the children
• Knowing how to use the on-screen help, or having a copy of the program’s manual to hand is an invaluable
strategy.
MANAGING RESOURCES - COPYRIGHT
• It is very important you are familiar with the laws relating to copyright, particularly if you intend
photocopying or scanning published material or making use of web-based text, pictures or other resources
on your school’s website.
• Similarly, it is illegal to copy computer programs or CD ROMs without the agreement of the company
producing them.
• It is also illegal to install a program on more than one computer unless a license has been purchased to
permit this.
MANAGING CLASSROOM- FUTURE CLASSROOM LAB

(FCL)
• INTRODUCTION
Located in Brussels, its main objective is to challenge visitors and invite them to rethink the role of pedagogy and
methodology, technology and space in the teaching and learning process.
Students will experience the skills they need to develop for their future, in order to adapt teaching from the classroom,
the law or the technology industry to these needs.

(FCL)
• The Future Classroom Lab is formed by six

different learning spaces. Each space
highlights specific areas of learning and teaching
and helps to rethink different points: physical
space, resources, changing roles of student and
teacher, and how to support different learning
styles.

(FCL)
• INVESTIGATE:
Here students must discover things for themselves, based on project- and question-based learning design. This way of working
encourages students' critical thinking.
• INTERACT
This area encourages student interaction and participation, actively involving all students, making it easier for everyone to contribute.
• EXCHANGE
This zone promotes the ability to collaborate with others. Students are encouraged to work in teams through shared decision-
making, ownership and responsibility.
• DEVELOP
This area is intended to encourage informal learning on the one hand and self-reflection on the other. Here students would work at
their own pace, individually, being able to organise their own learning.
• CREATE
This area aims to enable students to plan, design and produce their own work, showing what they have learned.
• PRESENT
Students use this space to present their work and receive feedback, thus improving their communication and argumentation skills.

(FCL)
Useful equipment:
Investigate zone: flexible and reconfigurable furniture. technology is used as an essential resource: robots, microscopes,
3D models, digital laboratories, etc.
Interact zone: reconfigurable tables and chairs. individual devices such as tablets and the digital whiteboard are used in
this zone.
Exchange zone: team work tables with monitors and individual tables that can be fitted together. Also devices that can
be accessed.
Develop zone: very informal elements such as sofas, tables with creative shapes and puff seats among others. Also
technology such as laptops, headsets, ebooks, etc.
Create zone: chroma wall, microphones and cameras. Also software that allows you to record and edit video and audio,
make podcasts and animations, etc.
Presentation zone: screen and projector to support the exhibitions with digital material.
MANAGING PEOPLE - MAKING

EFFECTIVE USE OF AN ICT SUITE
• Effective use of an ICT suite can really only be achieved if it has either a data projector and screen or central control
of the children’s computers through the teacher’s computer.
• The basic structure of a suite-based ICT lesson is:
• Whole-class introduction/demonstration by the teacher;
• Explanation of task(s);
• Children carry out task independently or with a partner – teacher/helpers assist, intervene and guide as required;
• Mini-plenary, reinforcing what they have already done, demonstrating good examples, demonstrating the next stage, explaining
the next task(s), and so on.
MANAGING PEOPLE - MAKING EFFECTIVE USE OF AN ICT

SUITE
• An alternative approach is to provide the children with prompt sheets or tutorial book-lets explaining and
illustrating, step by step, what the children need to do.
• After an initial explanation, the children work through the sheet/booklet at their own pace. This approach is
really only successful with older children, however.
MANAGING PEOPLE - MAKING EFFECTIVE USE OF AN

ICT SUITE
• If other adults such as teaching assistants or parent helpers are used, they need to be well briefed and confident in their
use of the ICT equipment.
• They also need to be given information before the lesson about the ICT and English objectives for the activity to ensure
that their assistance and interventions are focused on helping children achieve the desired outcomes.
MANAGING PEOPLE - SUBJECT CO-ORDINATORS
• The role of the co-ordinator in any school is to check that their subject is being taught successfully and ensure
that the resources, information and curriculum are organised and suitable accessible for the teachers and children
to accomplish this aim
• In most schools, co-ordinators oversee planning in their subjects and offer suggestions, guidance and advice on
activities, resources and background information to enhance and/or co-ordinate the teaching through the school.
UNIT 8. ICT FUTURE PLANS.
COMPUTATIONAL THINKING AND
PROGRAMMING, PARENTS AS
PARTNERS IN THE PROCESS.
INNOVACIÓN EDUCATIVA Y USO DE LAS TICS EN EDUCACIÓN PRIMARIA
Universidad Católica de Ávila. Grado maestro en educación primaria, mención inglés.
Modalidad semipresencial
FUTURE PLANS:
SCHOOL PLANS TO FURTHER STRENGTHEN:
• Functionality of the school LMS

• Digital infrastructure
• The spectrum of technologies
• Availability of technology
• Moving towards mobile learning
FUTURE PLANS:
• Digital Content:
• Attractive and stimulating learning material for pupils.
• Individual differences and needs
• Digital texts books integrated with printed material
FUTURE PLANS
• Digital libraries of multimedia resources, good quality which comprise

materials to be used:
• Developmentally appropriate, intutive and comfortable software tools and
editors
• Developmentally appropriate tools for collaboration and communication
• Tools for pupils to experiment, explore, manipulate.
• Tools supporting teachers to teach, assess, organize and prepare their own
content.
COMPUTATIONAL THINKING AND
EDUCATIONAL PROGRAMMING
• If we can develop content, we are more powerful

• It is true about our pupils as well development sometimes takes the
form of programming
• Producing, creating… not consuming
• Computational thinking, programming, computing

• Is getting much more attention, and opportunities National Curriculum
in England:
• Can start very early:
• Programmable digital toys, early programming
COMPUTATIONAL THINKING AND EDUCATIONAL
PROGRAMMING
• PROGRAMMING:
• When we are not directly manipulating things, but… We specify certain behaviours to
occur at some future time
• Controlling things, devices
• Planning their behaviours
• Solving problems
• Exploring world
• Creating games
• COMPUTATIONAL THINKING:
• Important skill for learning and living in this world

• Forulating and solving problems by the means of progamming and digital technology
• Provides valuable opportunities for primary students to
• Explore, discover, create, share, collaborate…
THERE ARE DIFFERENT MODELS
HOW TO IMPLEMTENT IT.
• ICT integrated across primary curriculum

• Focuses on using ICT for supporting different teaching goals.
• ICT as a distinct subject
• Focuses on developing basic computer literacy
• Computing or informatics or CS… as a subject
• Subsumes previous goals but also focuses on :
• Understanding principles and concepts of CS
• Formulating problems and solving them through programming
• At primary level: Computing can support all other subjects!

PROGRAMMABLE DIGITAL TOYS
• Different toys:
• To be programmed to behave in a certain way
• Solve a problem
• Inspect, animate
• Usually small floor robots
• With some keys to make it behaviour
• Move, turn and play a sound (re-play the same)
• Toys can easily be integrated
• In various learning situations
• In a socially rich content
EDUCATIONAL PROGRAMMING
• Programming environments
• Scratch, Kodu, Logo, Python or others
• Building
• Sequences of intructions
• Repetitions of steps
• Selections from sets of options
• Usually: in visual way
• Intuitive, interactive
• Building certain products
• Doing experiments…
EDUCATIONAL ROBOTICS
• Schools report using ofthen in teams, collaboration
• Lego NXT, Lego WeDo, Knex,Vex…

• Constructing models/robots
• Programming their behaviour
• Teaching them do things
• Running class or school contest
COMPUTATIONAL THINKING
FOR SEVERAL REASONS:
• Developing
• Algorithmic thinking,
• programming problem
• solving skills
• But also
• Literacy, numeracy… in all subjects
• And also : 21st C skills
PARENTS AS PARTNERS IN THE PROCESS
• teachers are interested in parent’s attitudes to the

process of integrating ICT into the early childhood
education, trying to create a true partnership with parents
and engage them into the educational programmes:
• most families have computers,

• practically no families have any ICT
PARENTS AS A PARTNERS IN THE PROCESS
• It is important, therefore, that as early years’ educators we attempt to involve parents in their
young children’s ICT education.
• strategies to promote collaboration among parents, children and schools in young children’s
ICT :
• Workshops for parents in small groups, where they could talk about children’s work with ICT.
• Allowing parents observe children at work
• Displaying children’s ICT-related work in the school entrance hall to inform parents and stimulate their interest.
• Parents being invited to work with groups of children in the classroom.
• Children being able to borrow ICT equipment from school
• Parents being offered advice on the so ware, which could be specifically purchased for use at home
ROLES DO PARENTS IN THIS CENTRE–PARENTS
PARTNERSHIP PLAY
• Initiate or motivate their ECE centre to start or further extend the process of integrating ICT
• Help equip the centre with certain hardware and/or so ware
• Supply consumables (printer cartridges, paper, batteries for electronic toys, etc.)
• Help with hardware and so ware administration,
• Approve educational programmes, goals and forms,
• Approve or comment the choice of so ware,
• Cooperate and learn from the experience and know how of the centre in favour of their child’s
development,
• Adopt rules and procedures for safe and productive use of ICT at home,
• Observe and critically assess the process.
EXAMPLE OF USING PROGRAMMING IN
PRIMARY (SCRATCH)
• SCRATCH is a visual programming language focused on encouraging creativiy and

logical thinking.
• SCRATCH helping children to face and solve situations and problems with logical.
PRIMARY (SCRATCH)
• BENEFITS:
• Encourages the development thought and creativity in children in a simple and fun way.
• Encourages childen’s creativity of logical thinking through the search for different
solutions to a problem.
• Children are able to develop their ability to be more structured and organized of
resources and the use of tools.
PRIMARY (SCRATCH)
• It is a fun language and attractive,

• Very intuitive for younger children
• Allows them to :
• Create movements
• Add sounds
• Change scenarios
• Create games
• Simple way and helping them to develop their Creativity
• Recommended age: 6-7 years old.
• https://www.youtube.com/watch?time_continue=273&v=7qqZGk5NzYU&feature=emb_title
EXAMPLES OF INNOVATIVE PEOPLE IN
LANGUAGES
• https://www.lapizdeele.com
• https://eltarrodelosidiomas.com
• https://abcdeele.com
• https://www.instagram.com/parentesis.educacion/?hl=es
• http://www.nisabelt.com
• https://www.instagram.com/missmorality_/?hl=es
• https://www.instagram.com/teachermigue/?hl=es

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Profesora: Marta Carrera Gómez

INNOVACIÓN EDUCATIVA Y USO

ARE YOU READY FOR CHANGE IN

What is ICT and What has it to

What is ICT and What has it to do with

What is ICT and What has it to do with

- ICT as an important tool in the workplace

All this has a great influence on the Information Society, creating a

What is ICT and What has it to do with

What is ICT and What has it to do with

What is ICT and What has it to do with

What is ICT and What has it to do with

What is ICT and What has it to do with

What is ICT and What has it to do with

What is ICT and What has it to do with

What is ICT and What has it to do with

What is ICT and What has it to do with

What is ICT and What has it to do with

What is ICT and What has it to do with

What is ICT and What has it to do with

Learning and creating with ipads in kindergarten

What is ICT and What has it to do with

What are the examples of learning through acquisition there?

What is ICT and What has it to do with

How did they do learning through discussion?

What is ICT and What has it to do with

What did they do through learning investigation or learning through

What is ICT and What has it to do with

What did you do through learning practice?

What is ICT and What has it to do with

What are they actually learning about?

What is ICT and What has it to do with

What did you do through collaboration learning?

What is ICT and What has it to do with

What did you do through production learning?

What is ICT and What has it to do with

What is ICT and What has it to do with

What is ICT and What has it to do with

What is ICT and What has it to do with

3. ICT as a teacher: targeted activities matched to the needs of children

It is argued that this type of activity is of limited value in developing an

What is ICT and What has it to do with

-4. ICT as a teaching and administrative aid teachers:

What is ICT and What has it to do with

What is ICT and What has it to do with

What is ICT and What has it to do with Teaching English?

What is ICT and What has it to do with Teaching English?

What is ICT and What has it to do with Teaching English?

. Careful interventionist teaching

What is ICT and What has it to do with Teaching English?

• The different dimensions of change at school level due to the integration

What is ICT and What has it to do with Teaching English?

What is ICT and What has it to do with Teaching English?

What is ICT and What has it to do with Teaching English?

• Thanks to technology, teachers have new opportunities to expand their

What is ICT and What has it to do with Teaching English?

What is ICT and What has it to do with Teaching English?

What is ICT and What has it to do with Teaching English?

• We have to bear in mind that ICT and educational innovation help

Table 1: Definitions of learning types

Learning type The learning experience

Discussion Learning through discussion requires the learner to express their