Remember this table!
This is your last chance. After this, there is no turning back. You have to decide: You take the blue pill, the story ends, you wake up in your bed and continue living in the world of the current educative system, where many teachers still teach English the same way it was taught two hundred years ago. You take the red pill, you stay in the maTrICS and I show you how you can change the current system by using the information and communications technology in class.
Monday, 1 July 2019
Friday, 28 June 2019
Summary of the Legal Framework of the Use of ICTs in ESO
According to the legal framework in ESO,
the use of technology is developed through one of the key competences that
conform the aforementioned framework: the digital competence. Overall, the
seven key competences –"Linguistic communication", "Learning to
learn", "Social and civic competences", “Digital competence”,
"Cultural awareness and expression", "Sense of initiative and
entrepreneurship” and “Mathematical competence and basic competences in science
and technology”–, create a lifelong learning, apart from combining knowledge,
skills, attitudes and values that help students become active participants in
21st century communities.
Although I am making an allusion to the digital
competence inside the English classroom exclusively, it is important to remark
that this competence must be worked as a cross-curricular element together with
the other key competences as much as possible; that is to say, the digital
competence should not be related as part of the foreign-language syllabus only,
neither the key competences as individuals.
Therefore, the digital competence is the ability
to confidently use diverse information and communication technology as well as
the skill to critically evaluate the information acquired. Knowledge of a
foreign language enables students to access a broader range of information and
also to communicate with a wider range of people. In the case of English as a
foreign language, the courses of ESO give students the tools which they
need to communicate appropriately in different contexts, including online
communication.
When learning a foreign language, it is
important to be exposed to a range of resources and genres of speech and
writing. The regular use of digital learning resources, including websites and
interactive whiteboard materials, directly adds to the development of this
competence. Furthermore, web-based activities used in foreign-language
classrooms aid the development of critical evaluation.
In conclusion, students should be given
opportunities to develop this competence –apart from the other ones, too– by
using a wealth of digital components and by interacting with technology in a
variety of ways.
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