Teaching English with technology, an experience under construction
Welcome to my blog
During my teacher training process, the Technology in Foreign Language Teaching course marked a before and after in my understanding of English teaching. This space not only allowed me to discover useful digital tools, but also opened the door to new ways of thinking about the classroom as a more dynamic, participatory and inclusive environment.
In this blog I want to share with you some of the experiences, learning and materials that I developed throughout the course.
Phase 1_Test your command of
technology
Reflection
In
today's world, the use of technologies and web tools has become a fundamental
pillar to improve the quality of education for both teachers and students.
Through my experience in filling out the questionnaire, I have come to
understand the magnitude of its impact.
Technology not only facilitates access to valuable information and
educational resources, but also promotes more interactive and dynamic learning.
Teachers can implement innovative strategies that capture students' attention
and encourage their active participation. On the other hand, students have the
opportunity to explore new knowledge at their own pace, adapting their learning
to their individual needs. Similarly, these tools enable more effective
collaboration among peers, overcoming geographical and time barriers. Education
becomes more inclusive and accessible to all, which is crucial in a fast-moving
world.
Link
to infographic
https://my.visme.co/view/rxwzvmwn-d3o267pdoyynlgxw
Phase 2 - Practical component - Educational and Pedagogical Practice
The lesson plan (group creation)
Phase 3 - Practical component - Educational and Pedagogical Practice
LABINNOVA
planning and checking form. (All Items)
Lesson plans
Evidence
on the lesson plan application (link to the video, 15 - 20 minutes)
https://drive.google.com/file/d/1ooGwU1PE4yEkZoBzTmcy9EfgzCj-5ysg/view?usp=drivesdk
Reflection
on technological strategies’ effectiveness and suggested improvement.
In
recent years, technology has become an increasingly present companion in the
classroom. Its incorporation has brought with it significant advances: we now
have greater access to information, possibilities to personalize learning and
tools that help make educational processes more efficient. Virtual platforms,
interactive digital resources, mobile applications and even artificial
intelligence are helping to awaken students' interest, to follow them more
closely and to include those who learn in different ways (Gajda, 2024; Hieu,
2024). But it is also true that not everything works the same for everyone. The
effectiveness of these technological strategies varies greatly depending on
various factors: whether teachers are well trained, whether there is a good
Internet connection, whether the necessary resources are available or whether
there is real pedagogical support. In many cases, the technical implementation
has been prioritized over the educational sense, and this has slowed down the
impact that technology could have. In addition, the digital divide continues to
be a reality that especially affects the most vulnerable communities,
generating inequalities in the access and use of these resources. Faced with
this situation, it is necessary to look beyond the tools and focus on people.
In particular, on students, who need to develop their autonomy to achieve more
meaningful and sustainable learning, especially in technology-mediated
environments (De la Rosa & del Rosario, 2015). To move towards a more
equitable and effective education, it is key to implement improvements on
several fronts. First, teachers need continuous training, but not only in
technical aspects, but also in pedagogical aspects. As Hieu (2024) and Gajda
(2024) point out, platforms such as ChatGPT or Duolingo can be very useful, but
they require the educational criteria of those who guide learning. In other
words, it is not enough to know how to use a tool; it is necessary to know when
and how to integrate it in a meaningful way. It is also important that digital
content is adapted to the realities of each community. Not all students learn
in the same way or live in similar contexts. Therefore, developing materials
that respect and dialogue with cultural, linguistic and social aspects can make
a big difference .At the same time, we need to foster in students a critical
attitude towards the digital. They should learn not only to consume, but to
reflect, create and communicate responsibly, thus developing an autonomous and
ethical digital citizenship. Similarly, we must continue working to ensure that
everyone has access to technology. This implies guaranteeing devices, good
connections and technical support, especially in the most remote areas or those
with fewer resources. And, of course, we cannot fail to listen to those who
live day-to-day educational life: teachers, students and families. Including
their voices in the evaluation and improvement of these technological
strategies allows us to adjust them to what they really need and experience in
their context. In short, technology has a lot to offer, but it is not a magic
solution. Its true value appears when it is used with awareness, equity and
pedagogical sense. If we manage to combine training, contextualization,
critical thinking, access and participation, we will be much closer to building
a more humane, inclusive and transformative education for all.
Phase 4 - Practical Component - Educational and Pedagogical Practice
Steps 3 (answer: AI tool
evaluation) and 4 (lesson
plan).
Artificial Intelligence (AI) is revolutionizing the educational field, particularly in language learning. Exploring tools such as Duolingo, Grammarly, Elsa Speak, Replika and ChatGPT, it is clear that AI not only optimizes English language instruction, but also transforms the learner experience by making it more dynamic, interactive and personalized. Duolingo, for example, uses AI algorithms to adapt content to each user's level and pace of learning. The platform constantly analyzes student performance and adjusts activities to reinforce areas that require more practice. This personalization capability allows the learning process to be more efficient and motivating, as it adjusts to individual needs. Grammarly has become an essential tool for the development of English writing. Through the use of natural language processing, Grammarly detects grammatical, spelling and style errors, providing suggestions in real time. This allows users to improve their writing autonomously, understanding not only what to correct, but also why.
Elsa Speak focuses on one of the most challenging aspects of language learning: pronunciation. Using artificial intelligence and speech analysis, Elsa compares the user's pronunciation to standard English pronunciation, providing specific feedback to correct phonetic errors. This is especially valuable for learners who do not have frequent access to native speakers. Replika and ChatGPT offer English conversation experiences that simulate real-life interactions. ChatGPT, in particular, allows dialogues on a wide variety of topics, adapting to the user's level and correcting errors contextually. This not only helps to practice the language, but also encourages critical thinking, creativity and confidence in communication.
Taken together, these tools reflect how AI can expand learning opportunities, facilitating access to quality resources regardless of the learner's geographic location or socioeconomic status. In addition, they promote learner autonomy, continuous feedback and meaningful learning, fundamental aspects of second language acquisition. However, it is crucial to remember that technology does not replace the teacher, but rather complements him or her. Pedagogical guidance remains indispensable for integrating these tools effectively into educational processes. It is the responsibility of educators and curriculum designers to ensure that these technologies are used for clear purposes and for the benefit of holistic learning.
Lesson plan
https://drive.google.com/file/d/1Oh4t20MB_XP8xAttpceDCs4HcZrnujv2/view?usp=sharing
Phase 5 - Evaluate the new
knowledge acquired
Step
1: Reflective essay
During my training process as an English teacher, the
Technology in Foreign Language Teaching course represented a turning point in
my way of understanding and experiencing teaching and the use of ICT. This
academic space allowed me to broaden that vision and understand technology as a
powerful pedagogical tool, capable of transforming not only the way in which it
is taught, but also how students learn, participate and motivate themselves.
The purpose of this reflection is to analyze, from my experience, the impact
that this course has had on my formative process, considering both the learning
acquired and the challenges faced and the projections that arise from them.
One of the most significant aspects of this course was the
opportunity to experiment in a practical way with different digital tools
designed for teaching English as a foreign language. During one of the most
enriching activities, we integrated resources such as Educaplay, Canva and LABINNOVA,
which allowed me to discover that these tools not only make classes more
dynamic, but also foster competencies such as collaboration, autonomy and
creativity in students. For example, by using Educaplay for digital activities,
I noticed how it opened up a more dynamic space where even the shyest students
could express themselves without fear. We also designed gamified vocabulary
activities, which transformed the learning of new words into a more
entertaining and participatory process. These experiences made me reflect on
the potential of technology to cater to different learning styles and to
generate more inclusive and motivating environments.
However, the incorporation of these tools was not without its challenges. One of the first obstacles I faced was the gap between the design of technological activities and their application in real contexts. On many occasions, we idealize the use of technology without considering the limitations of the environment, such as the lack of internet access or adequate devices by some students. This reality forced me to think more critically and flexibly. Likewise, as a teacher in training, I had moments of insecurity when faced with tools that I did not fully master. The experience taught me that it is not about “knowing it all”, but about being willing to learn, make mistakes and improve. Research such as that of Gonzalez-Vidal and Moore (2024) reflects that even practicing teachers encounter similar difficulties, which gave me comfort and perspective. I also understood, thanks to the course content, that technology is not an end in itself, but a means to facilitate meaningful learning, which aligns with student-centered pedagogies and the development of real communicative skills.
From a theoretical point of view, the course allowed me to understand technology from a pedagogical and not just an instrumental approach. We studied how the use of digital tools can enhance student autonomy, especially if they are allowed to explore, make decisions and construct their own learning. This concept is well supported by De la Rosa and Del Rosario (2015), who state that the perception of autonomy has a direct impact on academic success. Throughout the course, I began to design assignments in which students had greater freedom to choose formats, resources, and work rhythms. For example, in one final assignment, students could present a project using an infographic, video, or audio recording, which promoted creativity and self-expression. In addition, other studies analyzed, such as that of Chen, Mohammadi and Izadpanah (2024), show that the use of resources such as music in the English classroom can positively influence self-esteem and creative thinking, fundamental aspects for truly meaningful learning. These theoretical contributions were essential to redefine my role as a future teacher: no longer as a transmitter of knowledge, but as a guide and facilitator of authentic learning experiences.
Looking back and reflecting on all that I have experienced
in this course, I can say with certainty that it has been a profoundly
transformative experience. Not only did I learn how to use new digital tools,
but I also changed my way of thinking about teaching. I understood that a class
supported by technology can be richer, more participatory and diverse, as long
as it is used with pedagogical intention and ethical sense. I also learned that
teacher training does not end at the university, but requires a constant
attitude of updating, curiosity and humility. In the future, I would like to
continue deepening in this line, perhaps specializing in the design of digital
materials or in the inclusion of accessible technologies for students with
different needs. I also understand that as a teacher I have the responsibility
to close technological gaps, not only with tools, but also with empathy,
support and creativity. The Technology in Foreign Language Teaching course not
only gave me knowledge, but also a broader, critical and hopeful vision of what
it means to educate today.
Evidence of my pedagogical practices
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