ICT defines a diverse set of technological tools and

resources are used to communicate, create,

disseminate, store and manage. Information can
support CLIL in many ways (The impact of ICT and games
Based Learning on Content and Language Integrated learning
L. Wojotowicz, M. Stansfield, T. Connolly, T. Hainey).

It is widely acknowledged that in order to enhance students

ability to interact with the technological and digital dimension,
an innovative approach must be used.
Thus, it is essential to promote the development of cross-
sectional skills such as collaborating, sharing, and using a
cooperative learning approach to make the student
independent in the use if ICT. It is not sufficient to simply
employ the LIM to reproduce videos or implement Power point
projects. These activities must be complemented with the
usage of Application and software specifically developed with
the purpose of sharing information. Another possible tool is the
tablet, which could be presented to students inorder to
elaborate ideas and share information.
The Ministry of Education provided teachers with a guide
namely The National Plan for a Digital Education - to launch
an innovative strategy for the promotion of digital education in
the Italian school system. Its principles take as model
considerations coming from authors with a considerable
experience in the field of digital learning e.g. David Jonassen.
In particular, it covers a pivotal importance:
the coverage of solid concepts more than their
theoretical presentation
knowledge must be built coherently with the surrounding
environment
 using mind tools to analyse, evaluate, synthetize, solve
problems, in line with the slogan NOT TO LEARN FROM
BUT TO LEARN WITH.
Students should independently find solutions to problems, and
teachers role should be limited to providing advice when
specifically asked. In addition, the teacher should serve as a
guide for students to develop further skills.
Previous studies provide evidence of how people learn only
10% of what they read, 20% of what they hear, 30% of what
they see, while 80% from practical experience and 95% of
what we teach to somebody else. Therefore, the time
dedicated to CLIL allows to learn new things and acquire
specific competences using a playful approach.
Thus, technology should always find a place in the learning
process, and its usage should not be limited to specific
moments. Materials should be user friendly, with attractive
contents and adequate for students age and competences
(L2). Students with disabilities should be gradually introduced
to the use of software and applications when individually
studying, since they can show outstanding skills and play an
active role during group works, relatively to other context
where they seem to cover a passive role and encounter
relevant difficulties.
However, it is necessary to highlight some of the cons that
arise when working with technological tools in schools. First,
the number of devices is quite limited and working in small
groups for some kids may not be an easy task to accomplish.
Secondly, some students may lose their interest when working
with such technological devices. The role of teachers is to
provide support in these moments, keeping a positive work
attitude and high motivation in order to stimulate group work.
At last, a good internet connection definitely represents an
issue!

Pair work : Paternic Maria Grazia e Longo Emanuela