UNIVERSIDAD LATINA DE COSTA RICA

ESCUELA DE CIENCIAS SOCIALES

LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS COMO LENGUA

EXTRANJERA

SEDE REGIONAL GRECIA

Integration of Information and Communication Technology (ICT) for

Straightening the English Language Teaching Process with Tenth Grade

Students in Liceo con Orientación Tecnológica La Amistad, Rio Cuarto,

Alajuela.

Abigail Bolaños Vargas

Agosto, 2021
 ii. Jury´s approval sheet

Rúbrica para la Defensa de Tesis

Nombre del estudiante: Puntaje total 100 Nota

Fecha: Sede: Puntos %

obtenidos

Contenido y Organización de la

Categoría Pts. Descripción Siempre Casi sie Pocas Nunca Pts.

mpre veces Obtenido
s
Manifiesta dominio del tema de su investigación. La fundamentación teórica se
sustenta bien y presenta suficientes referencias bibliográficas. Añade aportaciones
Dominio del tema 10 pts. personales fruto de la investigación. Conoce y diferencia términos específicos del 10 - 9 8- 7 6-4 3-0
campo de su investigación.
Presenta el tema de investigación correctamente con una secuencia lógica de ideas,
justifica su pertinencia y relevancia. Delimita el planteamiento del problema y
menciona su propósito, hipótesis, objetivos, alcances, limitaciones, tipo de
Proceso de investigación investigación, sujetos de estudio y variables de una manera detallada, clara y
10 pts. 10 - 9 8- 7 6-4 3-0
extensa. Argumenta la elección del tema y su importancia en el campo de la
enseñanza del inglés. Explica el proceso de investigación e instrumentos
utilizados.
Interpreta de forma clara los resultados obtenidos. Analiza y discute los resultados
obtenidos con base en la recolección de datos. Presenta la información relevante, bien
Resultados, conclusiones 9 organizada sustentada con gráficas, cuadros y demás elementos pertinentes.
y pts. Demuestra análisis en sus conclusiones y recomendaciones. 9-8 7-6 5-4 3-0
recomendaciones Las conclusiones ofrecen un panorama de los hallazgos principales con
recomendaciones pertinentes al campo de la enseñanza-aprendizaje del inglés.

Recursos audiovisuales Hace una correcta utilización de los recursos seleccionados (Prezi, Power Point,
3 audio, etc.). Realiza una presentación adecuada: fondo, tamaño de letra y texto. 3 2 1 0
pts. Incluye elementos visuales tales como tablas, ilustraciones y gráficas.

Sus gestos demuestran buen manejo escénico. Mantiene una postura corporal
Habilidades de adecuada y contacto visual. Su volumen y tono de voz es adecuado, ni muy bajo ni
presentación 3 muy alto. Se comunica de manera efectiva para que la audiencia escuche y 3 2 1 0
pts. comprenda el mensaje.
Presentación person Muestra un vestuario acorde con la ocasión y una buena presentación personal. Su
al 3 vestimenta es formal. 3 2 1 0
pts.
Justifica de forma teórica sus respuestas, mostrando congruencia, conocimiento y
Fundamentación teórica claridad en las mismas. Argumenta con base en la teoría que sustenta su
12 pts. investigación. Las respuestas muestran pertinencia a la investigación, resultados y 12 - 11 10 - 9 8-6 5-0
conclusiones.

Rúbrica para la Evaluación de la Presentación Oral del Proyecto de Investigación

Categoría Pts. Descripción Siempre Casi siempre e Pocas Nunca Pts.
veces Obtenido
s
Hace uso fluido del lenguaje con naturalidad. Se expresa con espontaneidad y facilidad.
Fluidez 5 Las pausas que realiza no distorsionan el mensaje. Evita las muletillas y se comprende lo 5 4 3 2-0
pts. que dice
Comunicabilidad 5 Se expresa de forma clara y concisa. Organiza ideas en forma coherente y utiliza 5 4 3 2-0
pts. transiciones y conectores apropiados para desarrollar la presentación.
Articulación y vocalización: Posiciona y mueve los órganos de la voz para producir los
sonidos de vocales, diptongos, consonantes y agrupaciones de consonantes de forma
5 correcta. Vocales: Pronuncia de manera correcta las vocales y diptongos del idioma inglés. 5 4 3 2-0
pts. Consonantes: Pronuncia de manera correcta las consonantes (sonidos iniciales, finales y
Pronunciación agrupaciones de consonantes) del idioma inglés.

Entona y acentúa de manera correcta las estructuras (palabras, frases y oraciones)

5 en el idioma inglés. El tono de voz sube y baja y es posible comprender el mensaje; si es 5 4 3 2-0
pts. pregunta, afirmación y / o negación

Vocabulario 10 Utiliza un léxico correcto para expresarse. Conoce, diferencia y utiliza términos 8- 7 6-4 3-0
pts. específicos. Usa correctamente frases idiomáticas y agrupaciones de palabras. 10 - 9

Muestra un desempeño correcto de las estructuras gramaticales del idioma inglés

Estructuras 20 (concordancia entre sujeto y verbo, uso adecuado de pronombres, tiempos verbales, formas 20-18 17-15 14-12 11-0
pts. verbales, artículos, entre otros).

Comentarios:

Nombre del Evaluador: Firma del Evaluador:

iii. Sworn Declaration
iv. Abstract
The necessity to reinforce the English teaching process in an integral way is a challenging Commented [XRS1]: English

for English teachers, who should be supported by innovative procedures such as technological

tools to reach the educative goals. Reason why it is important to compare different

bibliographical sources about Information and Communication Technology, to identify the ICTs

that are currently applied by teachers in the English teaching process and finally to conclude on Commented [XRS2]: English

appropriate ICTs that can be applied to improve the process of learning English as a foreign

language for tenth grade students. The investigation concludes that: 1. Incorporating ICTs in the

class generates a new role distribution for teachers and students, learners are more active and

engaged while teachers eliminate horizontal knowledge. 2. ICTs are essential for innovating in

the classroom and contextualizing content. 3. Learners are talented in ICTs, and they are

interested in new technologies. 3. Teachers tend to face difficulties to apply ICTs, except the

ones who learned to use them through trainings. 4. The investigation found that the most

common tools used are email, virtual classroom, wikis, Prezi, Power Point, YouTube, blogs

Facebook and WhatsApp. 5. There are many ideas of useful tools to develop in the educational

process, and the internet gives many options like: Moodle, WhatsApp, zoom, Canva, Creately, Commented [XRS3]: WhatsApp

Kahoot, and many others, which can be a great option in any moment. 6. The tools that are

currently applied aim to improve all language skills, promote their use in the future occupations

and mainly for motivating. The ICTs showed in the investigation are for improving the process

of learning English as a foreign language for tenth grade students in the didactic planning,

talking about the theme “My Future is in My Hands”. They are: Classcraft, GarticPhone,

Presentations like: Canva, Prezi, Genial.ly, Nearpod, Visme, Piktochart; Idea’s organizers such

as: Mural.ly, Lucidchard, Mindmeister, Creately; Mentimeter or PicLits.

 La necesidad de reforzar el proceso de enseñanza del inglés de manera integral es un

reto para los profesores de inglés, quienes deben apoyarse en procedimientos innovadores

como herramientas tecnológicas para alcanzar las metas educativas. Por ello es importante

comparar diferentes fuentes sobre TICs para identificar las que actualmente aplican los

docentes y, por último, concluir sobre las que se pueden aplicar para mejorar el proceso de

aprendizaje del inglés. Esta investigación concluye que: 1. La incorporación de las TIC en la

clase genera una nueva distribución de roles para profesores y estudiantes, los educandos son

más activos y comprometidos mientras que los docentes eliminan el conocimiento horizontal. 2.

Las TIC son esenciales para innovar en el aula y contextualizar los contenidos. 3. Los

educandos tienen talento en las TIC y están interesados en las nuevas tecnologías. 3. Los

docentes tienden a enfrentar dificultades para aplicar TICs, excepto los que aprendieron a

usarlas a través de capacitaciones. 4. La investigación encontró que las herramientas más

comunes utilizadas son el correo, aula virtual, wikis, Prezi, PowerPoint, YouTube, blogs,

Facebook y WhatsApp. 5. Hay muchas ideas de herramientas para desarrollar en el proceso

educativo, en internet hay opciones como: Moodle, Whatsapp, Zoom, Canva, Creately, Kahoot,

que pueden ser una gran opción en cualquier momento. 6. Las herramientas aplicadas tienen

como objetivo mejorar las habilidades lingüísticas, promover su uso en las futuras ocupaciones

y principalmente para motivar. Las TIC mostradas pretenden mejorar el proceso de aprendizaje

del inglés para los alumnos de décimo grado en la planificación didáctica, hablando del tema

"Mi futuro está en mis manos". Ellas son: Classcraft, GarticPhone, Presentaciones como:

Canva, Prezi, Genial.ly, Nearpod, Visme, Piktochart; Los organizadores de Idea como: Mural.ly,

Lucidchard, Mindmeister, Creately; Mentimeter o PicLits.

v. Acknowledgement
I would like to express my special thanks to the life that put into my road this amazing

profession that is teaching and all the experiences that lead me to investigate the topic about

ICTs which is my favorite and one of the weaknesses in the educational system. I am extremely

glad with my parents who sacrificed a lot for preparing me to have a better future, be a good

person and useful citizen. I also have to say thanks to my lovely husband who supported me all

the time for his understanding during the process of the investigation. I cannot express enough Commented [XRS4]: cannot

appreciations to all my family, friends and teachers who always had an encouragement word

when I needed the most.

vi. Dedicatory

I wrote this investigation for you, my wonderful husband, without your constant support this

paper would not be possible. Thanks for your continuous understanding, for telling me to keep

going when I just decide to give up. You are the one who inspire me to keep studying and being

the best professional I can. I have no words to express my endless appreciativeness to the life

which placed you in that specific moment into my path.

Table of Contents

Chapter I ..................................................................................................................................................... 1
1.1 Introduction ................................................................................................................ 2
1.2 Problem Statement ......................................................................................................... 2
1.3 Justification .................................................................................................................... 4
1.4 Objectives ....................................................................................................................... 5
1.4.1 General Objective..................................................................................................... 5
1.4.2 Specific Objectives .................................................................................................. 5
Chapter II .................................................................................................................................................... 7
2.1 Literature Review............................................................................................................ 8
Chapter III ................................................................................................................................................. 16
3.1 Research Method...........................................................................................................17
3.2. Type of Investigation. ...................................................................................................17
3.3. Research Approach ......................................................................................................18
3.4. Sources and Subjects of Information..........................................................................18
Chapter IV................................................................................................................................................. 20
4.1 Research Results and Analysis. ...................................................................................21
4.1.1 ICT: Pros ..................................................................................................................21
4.1.2 ICTS: Cons...............................................................................................................22
4.1.3 ICT Uses in the Classroom. ....................................................................................23
Chapter V.................................................................................................................................................. 25
5.1 Didactic Planning ..........................................................................................................26
Chapter VI................................................................................................................................................. 29
5.1 Research Conclusions ..................................................................................................30
Chapter VII ............................................................................................................................................... 32
5.1 Research Recommendations ........................................................................................33
References ............................................................................................................................................... 34
Annexes ...............................................................................................................................36
 1

Chapter I

Introduction
 2

1.1 Introduction

No so many years ago, Information and Communication Technologies emerge to demand

an important position in all the society’s areas being each time used in a more regular way. In

that sense, ICTs now play a vital role in education, too. Teachers who have implement them in a

regular class found many advantages of applying ICTs during the teaching process. ICTs

promise to avoid the waste of paper, give more storage, a more interesting and dynamic way to

learn, and many others.

Numerous investigations were applied in the technological field before the rising of ICTs,

and currently is more and more usual in the educative area. Education has been in a big

metamorphosis during the last years but there is more than just knowing the existence of some

Information and Communication Technologies, teacher need to know how to apply it in an

English class. So, the present research aims to look for information about ICTs in education, the Commented [XRS5]: English

ones teachers already use in classes and explain more detailly some of them.

1.2 Problem Statement

The need to strengthen the English teaching process in an integral way is a difficult Commented [XRS6]: English

challenge in all the world, it is very normal to hear English language learners saying: I do speak Commented [XRS7]: English

in English, but I can understand it. Many of the high school English students in Latin America do Commented [XRS8]: English

not talk in English but can understand it. This means that there is a lag between a basic Commented [XRS9]: English

language skill and another one, reading vs writing, or listening vs speaking. This is where the

teacher should be supported by new methodologies such as Integration of Information and

Communications Technology (From now on ICTs), which must be seen not as the end but as

the way to achieve the goal.

It is important to emphasize Lugo's words (2010), who claims that including ICTs in the

teaching process automatically creates a new role distribution for teachers and students. Which
 3

means that because of the information and communication technology the student takes on a

more active, self-employed role, building their own knowledge, while the teacher is seen in a

challenge having to break schemes, leaving aside that transmission of horizontal knowledge

where he or she is the only source of knowledge. And a possibility has even been exposed, that

the student could outperforms the teacher. (Cited by Directorate of Technological Resources in

Education, Institute of Professional Development "Uladislao Gámez Solano" and Education and

Teaching Research Center, 2017, P.19).

But how can a digital immigrant teacher instruct a digital native teen if they go farther in

the tech world? It should be emphasized that the teacher is not teaching how to use the ICTs,

they know that already, what the teacher is doing is teaching a new language through ICTs to

maintain an integral development in the four basic English skills. For this reason, a teacher Commented [XRS10]: English

should not fear change but encourage change, practicing every day, learning what ideas exist to

incorporate them into the classroom, taking advantage of the internet no longer as a stone in the

shoe, but as an ally to enhance knowledge in learners.

In short, it is the globalization of English and the digitization of the world that has guided

the main idea of this research, which is to associate ICTs for Straightening the English

Language Teaching Process. To achieve this objective, it is necessary to widely describe the

skill used in the moment for teaching English, which techniques to use for developing it? Once it

has been described it is important to identify the ICTs that are applied by teachers in the English

teaching process. As well as, to select four appropriate ICTs that can be applied for each basic

skill to improve the English learning process. All of them are presented to help teachers find

good options for developing an optimal English teaching process.

How to apply the Information and Communication Technology for straightening the English

teaching process?
 4

1.3 Justification

It is undeniable the fact that teachers are facing a world that is advancing faster and

faster in digital technology and for instance in the classrooms, where teachers face generations

of children who have been born within this technological framework where the immediate

propagation of information through communications is at hand. This has created a gap between

teachers and learners, each one living very different realities at the same time and place.

According to Maggio M. (2012), New Information and Communication Technologies also

called ICTs are part of how today's students know, think, and learn, that is why in his book

"Enriching Teaching" considers the ICTs an essential part of the modern classroom. Teachers

probably all know the importance of innovating in the classroom and contextualizing content

with student reality using ICTs as a cross-cutting axis in the teaching process, however, there is

a big difference between recognizing its importance and really wanting and being able to apply it

in the student training process.

The education system, it has been encouraged the use of ICT for teaching, and these

are mostly useful for the English teaching-learning process. Teachers in teaching English now

can, according to Chaves C., Chaves F. & Rojas (2015), “create a more dynamic, creative, and

real learning environment (for) empowering learning styles, multiple intelligences, and the

special needs of learners' diversity (and) improving their academic performance.”

But there is a reality in the Costa Rican education system, many teachers have never

received training from their employer to be able to include ICTs in the Teaching Process, and

another big part, even though they have been trained in the area, they have not implemented

them. While there are so many ideas and resources on the internet, there are often so many

options that you end up not choosing any of them due to lack of ideas about how to complement

them in the class.

 5

In a new language Teaching such as English to enhance skills for the student to achieve

their full development as learners is essential, but the limitations in terms of ICTs have often

been part of the failure achieving the goals. That is why this research aims to find how to apply

the ICTs for straightening the English Teaching process.

1.4 Objectives

1.4.1 General Objective

a) To analyze how the integration of Information and Communication Technology

(ICT) can be used for strengthening the process of learning English as a foreign

language with tenth grade students in Liceo con Orientación Tecnológica La

Amistad, Rio Cuarto.

1.4.2 Specific Objectives

a) To compare different bibliographical sources about Information and

Communication Technology.

b) To identify the ICTs that are currently applied by teachers in the English

teaching process.

c) To conclude on appropriate ICTs that can be applied to improve the process

of learning English as a foreign language for tenth grade students.

1.5 Scopes and Limitations

a) One of the most important aspects is the face-to-face interaction, I would be

better if there were the possibility of applying physical surveys in a high

school, observation in a class, and prove the results in a real class.

Unfortunately, the confinement did not allow any kind of physic contact.
 6

b) The study was conducted specifically with tenth grade students in Liceo con

Orientacón Tecnológica La Amistad, but It would be amazing to consider a

bigger amount of people.

c) Time is always a limitation to develop a better study.

d) Information is not as exactly as is could be, the info gathered on internet most

of the time is so general, reason why it might resemble the national or

international truth but not a specific reality for the population of the

investigation.

1.6 Strengths

a) The studied topic applied in a small group that is part of a high school with technological

orientation is easier to conduct for completing the research.

b) It is an investigation with a topic that does not requires a high investment of money or

great amount of time to make use of it and getting positive results.

c) The findings are easy to generalize for using them in different environments adapting the

tools to topics or/and realities.

d) It is an easy to comprehend and analyze due to previous knowledge acquired in the

area.
 7

Chapter II

Literature Review
 8

2.1 Literature Review

This section is a review of research papers and journals by different authors, in which a

progress has been made around the study of ICT integration into the learning process. The

following literature sources have been selected from some relevant bibliography published

recently. Some international contributions were reviewed, analyzed, and considered an

important contribution in the subject of the ongoing research and they are presented as follows:

Venzal (2012) in his research project to opt for the master's degree in English Teaching

at the University of Almería, conducted an analysis of the case of "ICT in English Teaching".

The main objective of his research was to "Know the preferences of an ICT methodology versus

a traditional teaching methodology. Is the use of teaching based on technological inputs better

than the master lesson?” (Venzal, 2012). In addition, to reach the outcome of this goal he had to

directly observe the interaction of students with the technology for 4 weeks.

After an arduous process of research, the number of people studied was ninety-four

students, who were asked 15 questions related to the use of technology, of which according to

Venzal (2012), there were 55 men and 39 women. The results of the research were as follows:

90% of students consider that they possess a good level of computer science. 73% said they

were aware of some new technologies giving examples while 27% were unaware of new

technologies. Email is a tool dominated by most 72% considering that it makes good use of this.

The Office package is a resource that 52% of respondents master well, compared to 48% of

those who have little use or do not know how to use it. On social networks they consider that the

vast majority 83% are known. On the other hand, new technologies are very motivating for most

students, 90% of respondents are motivated and learn the English language much better

through new technologies, highlighting that their use in the English classroom is adequate

(87%) but only 50% use the internet to review and view content that has been studied in class.
 9

The information obtained from the contribution of Roberto Venzal Pinilla is of paramount

importance as the basis for this research, since it shows how the students mostly know about

new technologies, a fact that has been mentioned in previous pages. Thanks to Venzal and his

contribution, he was able to confirm the interest that exists in the students to learn a new

language using new technologies. This enriches the ongoing project as according to this

research if the need for ICT in the classroom for students is latent during the English language

teaching process.

It is not a secret to anyone the existence of the deface between the expected learnings

and those that students get in the classroom, especially in English. After learning the need for

these kids to acquire knowledge through new technologies it is important that teachers, despite

not being trained in these topics, are given the task of searching for extra information on the

internet and trying to apply new tools. However, the line in which Venzal research is different

from that of this research since it is focused on what is the use that students give to different

ICTs and their need in the classroom, while this research is more guided to the use that

teachers give to the different tics and provide the necessary tools that the teacher can be given

the support that lacks it to perform better with this topic in their lessons.

On the other side, the work done by Dang H.T y Nhung H.T (n.d) in the article “An

Exploratory Study of ICT Use in English Language Learning Among EFL University Students”

published by Hoa Sen University in Vietnam. The purpose of the article is to examine the use of

ICT in terms of frequency of use, purposes, perceptions, and expectations among EFL students.

To achieve the goal, a questionnaire survey was taken with a sample of 149 people and 46

questions in the close-ended format who were asked about Frequency of ICT use for non-

learning purposes and for English language learning purposes.

The findings from the students’ responses on the frequency of ICT use for general and

English learning purposes in this study revealed that the students spent more hours per week
 10

using ICT for general purposes (communication and entertainment activities) than for English

learning purposes. Specifically, 88.4% of them spent more than ten hours a week using

technology for non-educational purposes while only 33.5% of them spent more than ten hours

using technology for English learning purposes.

The information obtained from the contribution of the authors is clearly transcendental

for this research, since it shows that despite the students they use much of their time using

ICTs, most of them do not seem to use them for language learning purposes. The situation

shown displays how students often expect the teacher to be the one to guide them in this

process and because there is not enough support with ICTs, they decide not to use them

effectively. The article manages to confirm the fact that students have knowledge in new

technologies, however, they need an educational approach to effectively learn a new language.

This underpins this project on the growing need for the teaching room's use of ICT.

In addition, there is the input of Dilek ÇAKICI in his educational research “The use of ICT

in teaching English as a foreign language” published in an academic journal in Ondokuz Mayıs

University of Turkey. This was carried out with the aim of providing a deep and clear

understanding about use of ICT in teaching English and examine ICTs to meet the new

educational demands of the current era. The research is the integration of much information

taken from different sources which basically lead to the following conclusions.

According to Cakici (2016) ICT is a useful and a modern teaching tool increasing EFL

learning, but it has pros and cons. ICT implementation makes the English learning an inventive,

interactive, and adaptable process, reduces the teacher-centred knowledge, available different

materials, produces autonomy, authenticity and increase motivation. However, there are some

disadvantages and most of them are the reasons why the present investigation started. Many

teachers have troubles integrating technological tools into their classes and Cakici says that it is

not appropriate for everyone in all circumstances and for all objectives. Sometimes is difficult to
 11

find adequate activities for students’ learning styles or specific topics. So, at the end is so hard

for some teachers to integrate ICT in English classes.

Cakici educational research provides very appropriate data for this research, it is a fact

that the use of ICT generates positive and negative realities during its implementation. The

many positive aspects for students show how the use of technological tools can make the

teaching process a meaningful learning in students. But it is the negative aspects that should be

tried to slow down, and as one of those negative aspects is the teaching difficulty in finding

suitable tools and managing them satisfactorily. It is at this point that ongoing research tries to

make its mark and capture on paper ideas that can support teachers in this arduous process.

On the other hand, Drigas A. and Charami F. create a paper named “ICTS IN ENGLISH

LEARNING AND TEACHING” developed in Athens, Greece which is written article compilation

with the purpose of reviewing and presenting some representative studies on this field during

the last decade. It is a complete article that give knowledge in the fourth skills, vocabulary,

pedagogy, and teacher perspectives according to the files found on the internet.

Basically, Drigas and Charami (2014) show how listening skill is a very important ability

for communicating and difficult to teach but using CALL (Computer Assisted Language

Learning) is a method to stimulate language learner’s participation in class. Moreover, Internet

in educational areas help children’s linguistic level, technological abilities and have authentic

input. In the Speaking subject, it is a significant skill to acquire, in addition, in virtual classes and

e-learning some techniques can be used to promote interaction, include vocabulary, and

provide authentic learning experiences. Reading is a necessary task that can be developed by

reading programs to reduce the gap between reading and comprehension. Finally, writing could

be one of the easiest assignments, but it involves a proper grammar to explain what it needs to

be comprehended, TICs can help teachers in this aspect too.

 12

The conclusions of this paper in few words are that the usage of ICTs in English

Language learning and teaching is an area not enough explored. Also, the motivational benefit

on pupils and flexibility in the application. Educators shall have to increase knowledge about

these new tools. It is crucial that teachers understand how to use ICTs in their courses to

integrate them. Finally, Teachers shall continuously consider ICTs as a method through the

learners shall develop familiarity with the world “outside”, expanding their horizons and

communicating with the whole world.

Athanasios Drigas and Fani Charami in their paper are confirming what have been

written in almost all investigations about ICTs, Information and communication technologies

have positive effects in all fourth skills, but most of teachers do not know how to use them in

classes. In fact, the information given supports the basis of the current research and reinforces

the need of a document that could help those teachers with ideas to apply during their English

teaching process and how to do it to develop each basic skill.

Some studies concerning the subject matter of study in Costa Rica and some Hispanic

countries, reviewed, and analyzed are presented as follows:

The investigation done by Chaves O., Chaves L. & Rojas D. (2015) as a pedagogical

essay published in UNA´s journal in Costa Rica and named after “The Reality of the Use of ICT

and Its Pedagogical Mediation to Enrich English Classes”, aims to identify and analyze the use

of ICT and pedagogical mediation that academics in the English Area of the School of Literature

and Language Sciences (ELCL) used to enrich English classes. This study was carried out with

a sample of 27 teachers who have shown an effort and interest in being knowledgeable about

different technological resources that they use in their lessons.

The results of the research of these three authors can be summarized in some essential

respects. English teachers use a wide variety of technological tools and digital resources
 13

available on the Internet, as they have learned to use them through various trainings of

academic and personal interest. Educators use different electronic devices such as redheads,

radios, and phones. Likewise, email and forums in the virtual classroom, Skype, and wikis. For

oral presentations, Prezi is used for use that strengthens visual learning style and creativity.

Videos on Youtube are essential in a language class as they are interactive and varied. Other

more innovative web applications are wikis, Voicethread, Voki, Spiderscribe, and blogs with

which you can mediate countless activities.

According to Chaves O. Chaves L. and Rojas D. (2015), Teachers integrate different

ICTs in numerous scenarios in their language classes. Using these technological tools

progresses all language skills, rises vocabulary, and improves pronunciation. Teachers also

consider that by using technology in their classes, they encourage a future use of ICTs in the

professions.

Fundamentally, this pedagogical article demonstrates the great results that can be

obtained by training teachers in new technologies so that they can integrate them into their

teaching process. Teachers with good academic or personal training have more option to create

interactive and motivating classes, as well as participate students. Use the new resources, in

this case technological, as efficiently as possible, facilitate change and help to evolve into

educational models more in line with the demands of today's world. It is therefore the teacher's

duty to train students to be active actors in the new digital society. All these investigations are

different from the one is being develop because they give us important information, but no one

leads teacher with specific ICTs they can implement in the class.

Cuen C. and Ramírez J.L (2013), in their research named ICTs’ uses, functions and

effects in the Communication sciences learning, and published in UNED Costa Rica. The main

objective of the study is to determine ICTs’ uses and functions as well as the learning effects

from teachers and students’ perspective in the science communication bachelors at a Mexican
 14

state public university. The research results in Technologies used for training purposes shown

that the apps used more frequently by teachers are Power Point, computers, internet, and a

minority point out the use of social media like Facebook and WhatsApp. In the other hand, the

technology used by students are mainly internet, computers, social media, web sites loke

Googles and Wikipedia, as well as hardware and software. The purposes attributed to these

tools are content carriers, “Motivating” and “skill coaches”.

Even though teachers and students have knowledge about ICT´s and they know how to use it

in education daily, the apps understanding is so limited and not that flexible for different

purposes. The findings of this research show another reality, some teachers, who have the

basic knowledge, the tools needed such as computers, projectors and/or cellphones but need a

little help for finding more options to apply in classes. They are like a rough diamond that only

needs to be polished to shine.

Rappoport S., Rodríguez M., Bressanello, M., (2020) who published in UNESCO a theorical-

practical guideline for teachers about how to teach in COVID time. The aim of the document is

to help those teachers to rethink teaching in this new context, looking for new ways to teach in a

virtual environment. As well as to bring methodological guidelines for teaching in isolation,

organizing and classifying didactic sources available in virtual format. The document at the

beginning shows the challenges posed by distance education, then, presents tools for

developing new formats of work in schools and diagnosing the situation of students. Later,

analyzes the need to review content and realize communication channels, followed by some

teaching materials for distance education, differentiating alternatives for contexts with and

without connectivity. Finally, some recommendations to think about evaluation. The digital tools

mentioned throughout the document are collected in annex with respective tutorials to learn how

to use them, if necessary.

 15

Rappoport, Rodriguez and Bressanello’s document is the most complete file I have

found on internet, it is very useful and important during the pandemic situation. It gives many

options of ICTs that can be used in an educational environment such as Moodle, Whatsapp,

zoom, Canva, Creately, Kahoot, and many others, they are 36 alternatives. Although having a

list of apps is so beneficial, the present investigation looks for something different. The

investigation in process intends to choose a few tools for doing a deeper study about how and

when to use them and how to combine them not just for general purposes but for straightening

the English teaching process.

 16

Chapter III

Methodological Framework
 17

3.1 Research Method

A bibliographic research according to Campos, M. (2017), is defined as a research that

uses texts (or other materials) as primary sources for gathering data, but there can be also

secondary and tertiary sources. Moreover, it is not just a collection of information contained in

books, but an innovative reflection and criticism about specific texts and meanings. One of the

most important features of bibliographic research is its way of easily access to bibliographic

sources and documents.

In a few words, bibliographic research includes the search, editing, organization,

evaluation, criticism, and information of bibliographic data; since there is a lot of information that

is not all truthful and useful. In the educational field, bibliographic research provides teachers

the opportunity to evaluate a topic that does not exactly have to be causing problems but could

improve for students to acquire ever higher quality knowledge.

According to Abreu, J.L. (2014), who mentioned Hyde, asserts that there are two general

approaches to reasoning that may result in the acquisition of new knowledge: Inductive

reasoning that begins with case-specific observation, which is intended to establish mainly

generalizations; and deductive reasoning that begins with generalizations, trying to see if these

generalizations apply to specific cases. The bibliographic investigation uses a Deductive

reasoning method in the way that it aims to apply theories to specific situations. Additionally, it is

vital to produce knowledge using previous experiences, which most of teachers live in

classrooms. Many situations can be deducted by the consequences they produce during the

learning process.

3.2. Type of Investigation.

This investigation follows the pattern of a descriptive research, according to Hossein, N.

(2015), who paraphrased Gall and Borg, “the goal of descriptive research is to describe a

phenomenon and its characteristics. This research is more concerned with what rather than how
 18

or why something has happened.” (p.1). As a goal, this descriptive research looks for different

options students can use to improve their four skills, describe them, explain the way they can be

used, and their importance. It is what makes this investigation a descriptive one.

3.3. Research Approach

This qualitative research avoids quantifying information, but prefers to be more aware of

human reality, where the development environment, the reasons for human acts and solutions

are an important part of its meaning. Qualitative research focuses on understanding ideas,

meanings, feelings, characteristics, any information literally. There is no greater importance in

knowing how many people take a certain action than in understanding why they do it that way.

So, it is more important for this investigation to find ways in which students can enhance their

English learning process than to discover how many of them can do it.

3.4. Sources and Subjects of Information

The investigation in progress uses secondary sources to provide important and

necessary information for supporting the ideas presented. The secondary sources applied are

books, articles, magazines, investigations, and documents in general that someone else created

to enrich the area. The information or sources supplied are backed by personal and

professional comments according to the content explained for establishing data and achieve

new conclusions.

3.5. Population and sample

The research population is the group of people with common characteristics. In this

case, the research aims to conduct a study about the Integration of ICT to strengthen the

English process of learning with tenth grade students in Liceo con Orientación Tecnologica la

Amistad. So, the population is the entire tenth grade students in the Institution, who are a total

of 50 students, 26 men and 24 women.

 19

In the other hand, as it is not possible in a practical way to deal with all the students (the

whole population), it is necessary to select a certain group for obtaining data in a simpler

method. This small group is the population representation for this study, who according to the

info obtained are 25 students, 14 men and 11 women.

3.6. Instruments

The instrument used to diagnostic is a questionnaire. A questionnaire is an investigation

tool with a succession of different questions in a written way which give us important information

about the people that answer the survey. It is a useful instrument in moments like this one that

people prefer distance, they are fast and easy to answer.

 20

Chapter IV

Results and Analysis

 21

4.1 Research Results and Analysis.

This chapter includes findings and analyzes qualitative information for uncovering

literature’s similarities and differences. The data used during the chapter can also be found the

literature review as a bibliographic source.

4.1.1 ICT: Pros

ÇAKICI, (2016) expresses that ICT is a useful and a modern teaching tool for

increasing EFL learning with pros and cons. The pros provided by Venzal are that ICT

implementation makes the English learning an inventive, interactive, and adaptable process,

reduces the teacher-center knowledge, available different materials, produces autonomy,

authenticity and increase motivation.

Chaves O., Chaves L. & Rojas D. (2015) add that teachers already integrate different

ICTs in numerous scenarios in their language classes, and using these technological tools

progresses all language skills, rises vocabulary, and improves pronunciation. Teachers also

consider that by using technology in their classes, they encourage a future use of ICTs in the

professions.

Cuen C. and Ramírez J.L (2013), include that some of the reasons why teachers use

ICTS are the content carriers, Motivation, and skill coaches.

Drigas A. and Charami F. (2014) recognize that CALL (Computer Assisted Language

Learning), e learning, reading programs and many other ICT options are good methods to

stimulate the different skills, provide authentic learning experiences and develop technological

abilities.

Rappoport S., Rodríguez M., Bressanello, M., (2020) explain the way in which digital

communication tools are great allies for the development of virtual education. Learning
 22

management environments can be a great help to stay in touch with students and their families

and to optimize teaching working time. Also, by using digital applications it is possible to create

or refit content, using the educational resources available on the web. It is a great idea to use

apps because there are easy and free options.

In a few words the authors mentioned before identify ICT Pros as:

• Inventive English Learning.

• Interactive Classes.

• Adaptable process.

• Reduces teacher-center knowledge.

• Diversity of materials.

• Produces autonomy.

• Increases motivation.

• Provides authentic learning.

• Develops technological abilities.

4.1.2 ICTS: Cons

At the same time Rappoport, Rodríguez, and Bressanello, (2020) write that some ICTs

can also be a stress factor due to the number available options and the complexity of use.

Cakici (2016) agrees adding that many teachers have troubles integrating technological tools

into their classes because it is not appropriate for everyone in all circumstances and for all

objectives. Pointing out that it is a challenge to find adequate activities for students’ learning

styles or specific topics. In the other hand, Drigas and Charami just think that the usage of ICTs

in English Language learning and teaching is an area not enough explored. As well as the

motivational benefit on pupils and flexibility in the application.

The Cons discovered by the authors are basically:

 23

• Too many options available.

• Complexity of use.

• Not flexible for all objectives and circumstances.

• Rigidity to apply in different learning styles or topics.

4.1.3 ICT Uses in the Classroom.

Cuen C. and Ramírez J.L. (2013), indicate that their research results in Technologies

shown that the apps used more frequently by teachers are Power Point, computers, internet,

and a minority point out the use of social media like Facebook and WhatsApp. In the other

hand, the technology used by students are mainly internet, computers, social media, web sites

like Google and Wikipedia, as well as hardware and software.

Additionally, Venzal (2012) reveals that most of students consider they possess a good

level of computer knowledge. Email and Social Networks are tools dominated by most of them.

Most of respondents are motivated and learn English much better through new technologies,

highlighting the adequate use in the English classroom but only half of them use internet to

review content studied. Dang H.T and Nhung H.T (n.d) find that despite students use most of

their time using ICTs, they spent more time using ICT for communication and entertainment

than for English learning purposes.

Chaves O., Chaves L. & Rojas D. (2015) research led to the result that English teachers

use a wide variety of technological tools and digital resources available on the Internet, as they

have learned to use them through various trainings of academic and personal interest. The ones

who have train use different electronic devices such as redheads, radios, and phones. Likewise,

email and forums in the virtual classroom, Skype, and wikis. For oral presentations, Prezi is

used for use that strengthens visual learning style and creativity. Videos on Youtube are

essential in a language class as they are interactive and varied. Other more innovative web
 24

applications are wikis, Voicethread, Voki, Spiderscribe, and blogs with which you can mediate

countless activities.

Drigas A. and Charami F. (2014) just want to clarify that educators shall have to increase

knowledge about these new tools. Also, it is crucial that teachers understand how to use ICTs in

their courses to integrate them. Teachers shall consider ICTs as a method through the learners

shall develop familiarity with the world “outside”, expanding their horizons and communicating

with the whole world.

Summarizing the evidence gathered the specific Information and Communication

Technologies used in classrooms are:

• Power Point

• Facebook

• Whatsapp

• Google

• Wikipedia

• E mail

• Skype

• Youtube

• Prezi

• Voki

• Spiderscribe

• Voicethread

• Blogs and social networks in general

The devices used for developing an optimal teaching and learning process in the classroom are

computers, cellphones, radios, and redheads.

 25

Chapter V

Reflections
 26

5.1 Didactic Planning

In this chapter different strategies or activities can be found to be applied to improve or

give solutions to the problem under investigation. This is a didactic planning for 10th grade, Unit

5 named My future is in my hands, which leads learners to comprehend technology as a

powerful tool that can make the world a better or worse place. So, learners not only will use

technology to develop the activities but also go deeper into the advantages or disadvantages of

it.

Level: 10th Unit: 5

Scenario: #HighTech HighTouch Theme: My Future is in

My Hands
Enduring Understanding: Technology is a powerful tool, and, in the right hands, it can make the world a
better or worse place.
Essential Question: How can technology help me make my world better?
General Objective: To give explanations and justifications on points of view, briefly about the topic.
Specific Mediation Activities Learning Time
Objectives Outcomes (3
lessons)
Pre-teaching
Routine: Checking attendance, etc. The teacher previously
asked learners to create a user in Classcraft, now learners sign
5 min
in. Classcraft Link here

Participating - Warm up:

Learners get into the Classcraft web page and select the mission
in which they solve the steps.
Teacher leads them to click on the first step, then, click on the
link to automatically open the page Gartic Phone. There the
learner creates a sentence using the name of an app they know. 15 min
For example: I love YouTube. So, the learners must draw and
then guess the drawings made. garticphone link
S.P.
Describing the Engaging: Activation of prior knowledge S.P. Learner
advantages The second step in Classcraft guides learner to Padlet to describe describes the
and the advantages and disadvantages of technology/ social networks advantages
disadvantages and
such as Instagram, Facebook, Twitter, or Snapchat. Learners
 27

of technology/ answer the question posting an audio and an image in Padlet’s disadvantages 10 min
social wall. of technology
networks. and/or social
networks.

Planning:
R. Getting the The third step is when the class is divided into 4 groups. Each
meaning of group will create a software company and describe the company
the company
considering the following aspects: R. Learner
aspects
Business Name, Business Goals, Competitive Advantages, gets the
explained in a 20 min
Target Costumers, Business Location, Mission Statement, meaning of the
text.
company
Products or Services, Opening Day, and Business Structure.
aspects in a
For doing this task Learners will read the info in the following text.
page: Click here , and produce the aspects explained.

W. Drafting a
Once the company is created, learners will imagine they will
paper with
participate in a fair in which they have to present their company W. Learner
important
to find sponsors and budget to support their business. They drafts a paper
aspects about
with important
the company create a presentation using one of these ones or choose
aspects about
created. another one. (Canva, Prezi, Genial.ly, Nearpod, Visme, the company
Piktochart.) created.
15 min

SP-W.
Organizing:
Planning the
language, Learners select the appropriate oral and visual forms to share the SP-W. Learner
content, and information they planned before in a well-organized presentation plans the
resources to using relevant sentence frames and connecting words covered in language,
explain in a the unit. To organize ideas, they can use a brainstorming, mid content, and
well-organized map or chat in a synchronous way using one of these options or resources to
presentation a choose another one. (Mural.ly, Lucidchard, Mindmeister, explain in a
software well-organized
Creately).
company. presentation a 15 min
software
company.
L. Identifying Rehearsing:
stress and Learners watch the following video called “Introduction to Stress
intonation and Intonation - English with Jennifer” in the following link taken L. Learner
patterns to from Click here. Based on the information provided in the video, identifies
use them in the Learners use stress and intonation patterns in their stress and
the intonation
presentation.
presentation. patterns to use
them in the
SP. To Learners practice in groups with the oral and visual forms
presentation.
express prepared before. T helps them by giving feedback.
through SP. Learner 20 min
sentences expresses
software sentences to
 28

company explain his/her

briefly in a software
well-organized company
presentation. briefly in a
Producing:
well-organized
SP. Each group gives a well–organized presentation to the rest of presentation.
Communicatin the group using a digital tool. At the end of the presentations, T
g ideas to asks students for personal experiences and challenges to SP. Learner
explain his/her create a company and the take- away from this experience but communicates
software also the challenges and positive aspects about using ideas to
company in a technology for them in the future. Once the class finishes the explain his/her 20 min
well-organized software
student check the last step in Classcraft to obtain the final
presentation. company in a
score.
well-organized
presentation.

Extra activity:
The teacher shows some pictures of different professions or
careers in the screen, and learners will go to Mentimeter page
and describe the picture by using 3 different adjectives.

Ls watch a video called “Animated grammar guides: Noun

Phrases” in the following link taken from
https://www.youtube.com/watch?v=RaSqg8vdxn0 to improve
their writing skills while writing noun phrases. 20 min

For example: Problem solving skills are required for software

engineers.
With the information given they will try to create sentences
using the adjectives at the beginning of the activity, but this
time they can improve it. The learner will rewrite the
sentences using the web page PICLITS.

Just in case the institution does not have internet available the activity number one
¨Gartic Phone¨ can be switch using pieces of paper and passing them between the
students. The activity number two ¨Padlet¨ can be changed by a speaking activity in the
class, just raising hands. And the other can be previously download to avoid any issue.
 29

Chapter VI

Conclusions
 30

5.1 Research Conclusions

The main objective of this investigation is to analyze how the integration of Information

and Communication Technology (ICT) can be used for strengthening the process of learning

English as a foreign language with tenth grade students by gathering information from different

sources. In that way the important input given by the present document consists in the design

of a didactic planning with important technological tools which can be used in classes by

teachers and students for increasing the obtained knowledge through several options to

practice.

The conclusions derived from the research are exposed in the following way:

1. Comparing different bibliographical sources about Information and Communication

Technology, this investigation shows it is precise to say that incorporating ICTs in the

education process generates a new role distribution for teachers and students’ roles

that leads learners to be more active and engaged while teachers eliminate

horizontal knowledge.

2. In the same way is correct to conclude that ICTs are essential for innovating in the

classroom and contextualizing content.

3. Likewise, after gathering information about student’s technology knowledge, it is

appropriate to characterize learners as talented talking about ICTs and interested in

new technologies.

4. In the other hand teachers tend to face difficulties finding suitable tools to apply them

into the classes, except teachers who learned to use them through various trainings.

5. The investigation found that the most common tools used are email, virtual

classroom, wikis, Prezi, Power Point, YouTube, blogs Facebook and WhatsApp.
 31

6. There are many ideas of useful tools to develop in the educational process, and the

internet gives many options in documents like: Moodle, Whatsapp, zoom, Canva,

Creately, Kahoot, and many others, which can be a great option in any moment.

7. The tools that are currently applied aim to improve all language skills, promote their

use in the future occupations and mainly for motivating students learning.

8. Some of the ICTs to be applied for improving the process of learning English as a

foreign language for tenth grade students in the didactic planning, talking about the

theme “My Future is in My Hands” are: Classcraft, GarticPhone, Presentations like:

Canva, Prezi, Genial.ly, Nearpod, Visme, Piktochart; Ideas organizers lsuch as:

Mural.ly, Lucidchard, Mindmeister, Creately; Mentimeter or PicLits.

 32

Chapter VII
Commented [XRS11]: Recommendations
Recommentations
 33

5.1 Research Recommendations

The evidence gathered in the present research and others related to the ICTs uses

during the English Classes to improve the learning process and increase motivation shows

some ideas about tools that can be applied in an English class and how to use them; however,

there are always more things we can do to progress during the application of this tools. The

main recommendations include different aspects as:

1. In this investigation it has been provided some few tools in a specific topic, it is

appropriate to give more options of ICT to use in different activities for several

topics in other investigation. It would need more time, but it may help teacher to

have more ideas for applying in the class.

2. It would be so helpful in the future that institutions develop, at least twice a year,

a short training about ICTs for teachers, the tools can be used and how to relate

them with the topics. In this way teachers will be more confident about using

technology in the class and students can be more motivated by learning with

diverse activities.

3. Teachers should be guided in the training process so that they keep investigating

more than what is provided to them on the subject. So, that the knowledge is not

in just the few times that a training can be carried out, but it is constantly being

updated.

4. Due to the different realities in the educational system in Costa Rica, and for the

proposal to be extended to a greater number of students and teachers, it is

necessary to consider tools, materials, and devices available to adapt information

and communication technologies to each institutional context.

 34

References

Abreu J.L. (2014). Research Method. International Journal of Good Conscience. 9(3)195-204.
aaaaa Retrieved from http://www.spentamexico.org/v9-n3/A17.9(3)195-204.pdf

Cakici D. (2016). The use of ICT in teaching English as a foreign language Participatory
aaaaaEducational Research (PER) Special Issue 2016-IV, pp., 73-77 November, 2016.
aaaaaAvailable online http://www.perjournal.com/archieve/spi_16_4/per_16_spi_4_10.pdf

Campos M. (2017). Métodos de Investigación Académica, Fundamentos de Investigación

aaaaa Bibliográfica. Universidad de Costa Rica. Version 1.1. Retrieved from
aaaaahttp://www.kerwa.ucr.ac.cr/bitstream/handle/10669/76783/Campos%20Ocampo,%20Melv
aaaaain.%202017.%20M%C3%A9todos%20de%20Investigaci%C3%B3n%20acad%C3%A9mi
aaaaaca.%20(versi%C3%B3n%201.1).%20Sede%20de%20Occidente,%20UCR.pdf?sequence
aaaaa =1

Chaves Carballo, O., Chaves Fernández, L., & Rojas Cerdas, D. (2015). The reality of the use
aaaaaof ICT and its pedagogical mediation to enrich English classes. Journal of Pedagogical
aaaaaEssays. Retrieved from
aaaaahttps://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/7720

Cuen C. and Ramírez J.L. (2013). Usos, funciones y efectos de las TIC en el aprendizaje de
una licenciatura en Ciencias de la Comunicación. EDUCATEC Costa Rica. Retrieved
from cuen_ramirez_133.pdf (uned.ac.cr).

Dang H.T y Nhung H.T. (n.d). “An Exploratory Study Of ICT Use In English Language Learning
aaaaaAmong EFL UNIVERSITY Students”. Retrieved from
aaaaahttps://files.eric.ed.gov/fulltext/EJ1143398.pdf

Dirección de Recursos Tecnológicos en Educación, Instituto de Desarrollo Profesional

aaaaa"Uladislao Gámez Solano" and Centro de Investigación y Docencia en educación. (2017).
aaaaaPracticas didácticas mediadas con TIC por los docentes de la Educación General básica
aaaaade catorce regiones educativas de Costa Rica. San Jose, Costa Rica: Ministerio de
aaaaaEducación Pública. Retrieved from
aaaaahttps://www.mep.go.cr/sites/default/files/practicas_didacticasTIC.pdf
 35

Drigas A. and Charami F. (2014). ICTs in English Learning and Teaching. Retrieved from
https://onlinejour.journals.publicknowledgeproject.org/index.php/i-
jes/article/view/4016/3326

Nassaji, Hossein. (2015). Qualitative and descriptive research: Data type versus data analysis.
Language Teaching Research. 19. 129-132. 10.1177/1362168815572747.

Maggio, M. (2012). Enrich teaching: Environments with high technological disposition as an

aaaaaopportunity. 1st Edition. Buenos Aires, Praidós. Retrieved from
http://pdfhumanidades.com/sites/default/files/apuntes/MAGGIO%20Enriquecer%20la%2
0ense%C3%B1anza%20-%20Libro%20Completo.pdf

UNESCO. (2004). Information and communication technologies in teacher training:

Planning guide (Trad. F. Trías y E. Ardans). Montevideo: Editions Trilce.
Aaaaa Retrieved from http://unesdoc.unesco.org/images/0012/001295/129533s.pdf

Rappoport S., Rodríguez M., Bressanello, M., (2020). Enseñar en tiempos de COVID-19.
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura, y la
Oficina Regional de Ciencias de la UNESCO para América Latina y el Caribe. Retrieved
from ensenar_rappoport_2020.pdf (uam.es)

Venzal R. (2012). The ICTs in Teaching English.

http://repositorio.ual.es/bitstream/handle/10835/2092/Las%20TICs%20en%20la
%20ense%C3%B1anza%20del%20inglesRoberto%20Venzal%20Pinilla.pdf?seq
uence=1
 36

Annex #1

Tools and tutorial.

CLASSCRAFT

ClassCraft is a digital platform created by Shawn Young in Canada. This has the
objective of generating a playful environment to develop dynamic classes and increase the
intrinsic motivation of the students. With ClassCraft, the classroom becomes a stage in which, in
a completely virtual way, students play to be Warriors, Magicians and Healers. As the classes
progress, they acquire more powers and faculties (experience) gained from their performance
within the classroom (participation, delivery of tasks, performance of work, etc.). Also, as they
play favorable attitudes for the classroom, they will have more experience and gold coins, which
increases the level within the game and allows them to have more faculties within the
classroom.

Watch Tutorial in Spanish Watch Tutorial in English

GARTIC PHONE

It is a mix between broken phone and Pictionary. Each of the players thinks a phrase,
whatever they want, and these are randomly distributed among the players. Then, with a limited
time, each player must draw the phrase that has touched him, and the drawings are randomly
distributed among the players, who must try to guess the original phrase through the drawing.

Watch The tutorial Spanish Watch Tutorial English

 37

PADLET

It is a digital platform that offers the possibility of creating collaborative walls. In the school
environment, it functions as a virtual collaborative whiteboard on which teacher and students can work
at the same time. This tool offers a range of possibilities to develop different educational resources.

Spanish Tutorial

English Tutorial

CREATE PRESENTATIONS WITH:

Watch Tutorial Watch Tutorial

Watch Tutorial Watch Tutorial

Watch Tutorial Watch Tutorial

 38

SHARE AND ORGANIZE IDEAS USING:

MURALLY LUCID CHART MIND MEISTER GOOGLE JAMBOARD

Tutorial Tutorial Tutorial Tutorial

MENTIMETER

Mentimeter is a web application for interacting and engaging an audience. The application
allows you to launch different participation formats to an audience, a class of students or in a meeting.
Participants respond using mobile phones, tablets or PCs and finally the results can be seen on the
screen in real time.

Tutorial

PICLITS

It is a website that allows you to create comics or phrases through a system of dragging and
dropping those words into a predetermined background. With a background image that we can choose
and change from those offered to us in a gallery or select the free style to write sentences we can
include above the photograph; the website aims to give us a creative push so that we can create any
type of message or cartoon from the tools it provides us with.

Watch The Tutorial

 39

Annex #2
 40

Annex #3