Tema 2

Unit 2
Technology and Language Teaching
ICT tools for classroom

management
Table of contents
Scheme 3
Key ideas 4
2.1. Introduction and objectives 4
2.2. Competences for a lifelong learning: digital
competence 4
2.3. Classroom management issues 11
© Universidad Internacional de La Rioja (UNIR)
2.4. Schools’ intranet 13

2.5. Tools for classroom management 15
2.6. Bibliographical references 23
In Depth 26
Test 34
Scheme

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Unit 2. Scheme
Key ideas
2.1. Introduction and objectives
This unit is divided two clear parts. The first one is based on the law. In it, we are will
study what competences are, why they were stated, and we will also mention the
Council of Europe’s recommendation, which Spanish Government applied on the LOE
and LOMCE education laws. Additionally, competences will be explained
The second part refers to classroom management. We will revise what they are and
give some recommendations regarding this matter. Together with this idea, we will
explain the use of the Intranet and some tools, which can help teachers manage the
classroom.
Therefore, the objectives of this unit are:
 Explain what the curricular elements and competences are.

 Learn about the different competences.
 Learn the different Spanish laws, which encourage their implementation in the
curriculums.
 Explain what classroom management is.
 Study the use of different tools for classroom management.
2.2. Competences for a lifelong learning: digital

competence
This section is based on the contents of the law. We have mentioned in the previous
unit the guidelines stated by the European Commission, together with LOE, LOMCE

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Unit 2. Key Ideas
and its specifications regarding the ICT. We must refer to them, again, focusing on
the competences.
Educational law in Spain is heavily influenced by regional legislation. For further

information regarding the different Autonomous Communities, you should check
their official websites.
Curricular elements
The elements composing the curriculum determine the teaching-learning process.

These elements are:
 Objectives: the achievements that the students must reach at the end of the
educative process, as a result of the teaching-learning experiences prepared
intentionally for that purpose.
 Contents: the knowledge organized in subjects —or fields, curricular areas or
modules, depending on the type of studies— that the students must acquire,
together with the skills and attitudes which contribute to the achievement of the
objectives of each subject and cycle.
 Assessment criteria: specific references to evaluation of each student’s learning.
They describe what must be valued regarding the achievements of the students,
considering knowledge as well as competences.
Figure 1. Curriculum is made up of several contents. Retrieved from http://theconversation.com/on-the-

subject-of-subjects-27035

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Unit 2. Key Ideas
 Assessable learning standards: they particularize what the students must
interiorize, understand and know how to do in every subject. They are
specifications of the assessment criteria, which allow teachers to define the results
of the learning process and must be observable, measurable, assessable, and they
must allow to grade the performance or attainment achieved. Their design must
ease the standardized and comparable tests.
 Didactic methodology: set of strategies, procedures and actions organised and
planned by the teachers to enable the learning, in a conscious and reflexive way,
aiming at the achievement of the objectives proposed.
 Competences: set of concepts, skills and values that the students implement when
they apply the concepts in an integrated way.
Competences
LOE (LOE 2/2006, 3rd May) established and integrated key competences in the
curriculum as one of its tenets. Thus, the Spanish government assumed the
conclusions of the European Commission, the OECD and the PISA report regarding
the need for key competences in the teaching-learning process, as they are a tool
to enhance quality and equality in the European educational system. Later, the
LOMCE (LOMCE 8/2013, 9th December) also reflected them in their principles for both
Primary and Secondary Education.
By the integration of the competences in our curriculum we take the first

important step to bring together the Spanish educational system and the
international demands.
The European Commission (2006) defines key competences as:

A combination of knowledge, skills and attitudes appropriate to the context.

They are particularly necessary for personal fulfilment and development,
social inclusion, active citizenship and employment.

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Unit 2. Key Ideas
Key competences are essential in the knowledge society, as we define the type of
society we currently live in. They are also a major factor in competitiveness,
innovation, and productivity, and they contribute to both the motivation and
satisfaction of workers and to the quality of their work.
In accordance with the guidelines of the European Commission, key

competences should be acquired by young people at the end of their
compulsory education and training, in such a way that they are equipped for
adult life, and also by adults throughout their lives, in a process of developing
and updating skills.
The key competences are (figure 2):
Figure 2. Key competences. Based on Council of Europe(2006).

In short, we can explain the key competences as follows:
 Communication in the mother tongue: it is the ability to express and interpret

concepts, thoughts, feelings, facts and opinions in both oral and written form —
listening, speaking, reading and writing, that is, the four skills— and to interact

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Unit 2. Key Ideas
linguistically in an appropriate and creative way within a full range of societal and
cultural contexts.
 Communication in foreign languages: it involves, in addition to the main skill
dimensions of communication in the mother tongue, mediation and intercultural
understanding. The level of proficiency depends on a varied number of factors and
the capacity to listen, speak, read and write.
 Mathematical competence and basic competences in science and technology:
mathematical competence is the ability to develop and apply mathematical
thinking in order to solve a range of problems in everyday situations, focusing on
process, activity and knowledge. Basic competences in science and technology
refer to the mastery, use and application of knowledge and methodologies that
explain the natural world. These involve an understanding of the changes caused
by human activity and the responsibility of each individual as a citizen.
 Digital competence: it involves the confident and critical use of information
society technology (IST) and, thus, basic skills in information and communication
technology (ICT).
 Learning to learn: it is related to learning, the ability to pursue and organize one's
own learning, either individually or in groups, in accordance with one's own needs
and awareness of methods and opportunities.
 Social and civic competences: social competence refers to personal, interpersonal
and intercultural competence and all forms of behaviour that equip individuals to
participate in an effective and constructive way in social and working life. It is
linked to personal and social well-being. Understanding the codes of conduct and
customs in the different environments in which individuals operate is essential.
Civic competence, and particularly knowledge of social and political concepts and
structures —democracy, justice, equality, citizenship and civil rights—, equips
individuals to engage in active and democratic participation.
 Sense of initiative and entrepreneurship: the ability to turn ideas into action. It
involves creativity, innovation and risk-taking, as well as the skill to plan and
manage projects in order to achieve objectives. The individual is aware of the
context of his/her work and can seize the opportunities that arise. It is the
foundation for acquiring more specific skills and knowledge needed to establish

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Unit 2. Key Ideas
and contribute to social or commercial activity. This should include awareness of
ethical values and promote good governance.
 Cultural awareness and expression: they involve appreciation for the importance
of the creative expression of ideas, experiences and emotions in a range of media
—music, performing arts, literature and the visual arts.
Although it is a bit long, this Council of Europe’s document is very enriching and you
are advised to read it, should you wish to deepen your knowledge:
European Union. Commission Staff Working Document, 17th January 2018,
accompanying the document Proposal for a COUNCIL RECOMMENDATION on Key
Competences for LifeLong Learning (SWD/2018/014 final - 2018/08 (NLE). Retrieved
from: https://eur-lex.europa.eu/legal-content/EN/ALL/?uri=CELEX:52018SC0014
The digital competence: digital literacy
Figure 3. Digital competences. Retrieved from: https://nexian.es
Regarding digital literacy, reading of the following article is highly advisable:

Martin, A. (2005). DigEuLit–a European framework for digital literacy: a progress

report. Journal of eLiteracy, 2(2), 130-136. Retrieved from:
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.469.1923&rep=rep1&ty
pe=pdf

9
Unit 2. Key Ideas
In the article above, Martin (2005) explains that digital literacy includes four key
abilities:
 To be able to carry out successful digital actions embedded within life situations,
which may include work, learning, leisure, and other aspects of everyday life.
 To vary according to an individual’s particular life situation, and to engage in an
ongoing lifelong process, developing as the individual’s life situation evolves.
 To be broader than ICT literacy and to include elements drawn from several
related literacies, such as information literacy, media literacy and visual literacy.
 To acquire and use knowledge, techniques, attitudes and personal qualities, and
to include the ability to plan, execute and evaluate digital actions in the solution
of everyday life tasks, as well as to reflect on one’s own digital literacy
development.
Competencies and skills
In the following video you can access an overview regarding the differences between
competences and skills, how these two concepts are approached in the professional
world and types of competences.
Access the video through the virtual classroom

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Unit 2. Key Ideas
2.3. Classroom management issues
Figure 4. Classroom management. Retrieved from https://www.quizalize.com/blog/2018/03/09/classroom-

management/
It is very difficult to predict every situation that may happen in class, but there are
some guidelines which can help to avoid some risks:
Figure 5. Advices to avoid problems in class. Based on Miles (2001)
To sum up:
 Know your students: by knowing your students, you will be able to predict their
reactions more accurately, modifying their behaviour whenever it threatens the
learning outcomes you have set for the individual or the class as a whole. Potential
conflicts are best dealt with before they occur; hence, prevention is better than
cure.

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Unit 2. Key Ideas
 Know your limitations: develop confidence through training; discuss strategy,
success and even disasters with working colleagues. Until you feel confident and
competent with the equipment and tools that you intend to use, it is better to opt
for relatively simple tasks. Overly ambitious activities, like overly ambitious aims,
rarely produce even a satisfactory lesson, much less a good or excellent one.
 Play to the strengths of the class: it has been stated that the average age of
recognised computer experts is far lower than that of the average teacher, so you
can use the students’ ICT capabilities to your advantage. Allow those who can take
responsibility for equipment and applications to do so. Providing a variety of tasks
that, through interest, expertise or experience, will put different students at an
advantage at different times, should be part of the planning process.
 Plan resources and access to ICT: the ease with which equipment can be brought
to the classroom, or with which the class can get to the computer room, can vary
from school to school. If either element is problematic, steps need to be taken to
solve the issue. A fair booking system should govern the distribution of ICT
equipment across the curriculum. Within the department, the availability of ICT
equipment should be planned as part of the work scheme.
 Make your expectations clear: specify the lesson’s learning aim and clarify how
the use of ICT will enable students to achieve them. Predict, where possible,
distractions that the use of ICT might bring and state clearly how you expect
students to deal with them. Encourage students to make the most of the ICT and
emphasise the learning opportunities that it provides.
 Get to know the Internet: Not only websites and tools to connect to, but deeper
knowledge about connections, how to print, laws etc. This way you will be able to
solve problems that may suddenly arise.

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Unit 2. Key Ideas
If you want to deepen your knowledge regarding classroom management strategies,
you can read the following article. Although it focuses on Primary Education, some
of its ideas can be also applied to Secondary Education:
Guido, M. (10th April 2018). 20 Classroom Management Strategies and Techniques
[+ Downloadable List]. Prodigy. Retrieved from:
https://www.prodigygame.com/blog/classroom-management-strategies/
Classroom management issues
In the following video, you can see some tips and advices that will greatly help you
when dealing with classroom management issues.

2.4. Schools’ intranet
Internet has evolved a lot since it was used in the classrooms for the first time. In
those days, the connection in Europe used to fail when the United States “woke up”
and started to connect to the web for work or pleasure. Although this does not

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Unit 2. Key Ideas
happen anymore, it should be advisable to develop an intranet, just in case we have
problems with the connections or other issues. This way, we can manage a class
which was prepared for the use of materials downloaded from the web.
Based on this, intranet was developed. Intranet is defined by the Random House
Webster's Unabridged Dictionary as “a computer network with restricted access, as
within a corporation, that uses software and protocols developed for the Internet”
(2005). An intranet does not rely on connection to the WWW, as the websites are
stored on an internal network with access available only to the users of that specific
intranet. This system has some advantages:
 The connection speed is far greater and more reliable.

 Websites are kept as you save them, they do not change as they do in the Internet.
 It is not affected by the Internet traffic or by the problems of connection.
 You can work with or modify what you have saved.
It is also possible a remote access to the Intranet by means of passwords,

although this is not commonly done. Additionally, it is important to remember
that, for some activities, Internet will be needed. Therefore, some exercises
will not work with the intranet only.
In the following picture, we can see the relationship between intranet and intranet:
Figure 6. Intranet and extranet. Retrieved from: https://es.vivaintra.com/novidades/post/3/internet--intranet-

y-extranet-lo-que-son--y-cuales-son-las-diferencias

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Unit 2. Key Ideas
It is advisable for you to read the following articles:
National Centre for Technology in Education (November 2018). NCTE Advice Sheet –
Intranets (Advice Sheet 25). Retrieved from:
http://comtech3104.weebly.com/uploads/1/2/1/0/12102169/25intranetsnov08.pd
f
Kamthan, P. (5th December 1998). Intranets in Education. Irt.org. Retrieved from:
https://www.irt.org/articles/js137/
2.5. Tools for classroom management
Apart from the good deeds and the professionalism of teachers, Internet can provide
us with tools to help us manage certain aspects of our daily practice in the classroom.
In this section, we are going to present some of them, whose implementation can be
of interest.
Dojo
Figure 7. Dojo. Retrieved from: https://www.classdojo.com/es-es/
Dojo is a Japanese word used to name a space dedicated to the practice and teaching
of meditation and/or martial arts. With this very idea of a shared space, this tool was
created to get teachers, parents and students together to create communities. You
must register in as a teacher, student, parents or the director of the school. It is a free
tool, and it can be used in Chromebooks, iPads and any other type of computer. It is

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Unit 2. Key Ideas
compatible with operating systems such as iOS, Android or Kindle Fire. The interface
can be a bit childish, so it is best intended for the first cycle of ESO.
It is composed of two main aspects:
 Creation of a positive culture: this way, students are free to show what they have
learnt by adding pictures or videos of what they practised to their own folders.
Teachers can encourage the use of values, such as hard work, kindness, support,
etc. Parents, on the other hand can, can feel more engaged, as they can see
pictures or videos, uploaded by the teachers, about certain interesting moments
of the daily life in the classroom. Additionally, teachers can use this tool to
communicate with the parents by means of private messages, although not at any
time, as there is a “do not disturb” mode, too.
 You can collect and have all the tools at hand, which you are going to use in the
classroom, thanks to the toolkit. Those tools are the following:
• Random Group Generator. https://www.classdojo.com/es-
mx/toolkit/groupmaker/?redirect=true
• Classroom Music. https://www.classdojo.com/es-
mx/toolkit/music/?redirect=true
• Classroom Noise Monitor. https://www.classdojo.com/es-
mx/toolkit/noisemeter/?redirect=true
• Think Pair Share. https://www.classdojo.com/es-
mx/toolkit/thinkpairshare/?redirect=true
• Random Student Selector. https://www.classdojo.com/es-
mx/toolkit/random/?redirect=true
• Classroom Timer. https://www.classdojo.com/es-
mx/toolkit/timer/?redirect=true
• Morning Meeting App. https://www.classdojo.com/es-

mx/toolkit/today/?redirect=true

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Unit 2. Key Ideas
The following, although in Spanish, is a good article for the use of Dojo:
Teaching Solutions (29th May 2017). 5 consejos para usar Class Dojo de forma
eficaz. Teaching solutions. Retrieved from: https://teachingsolutions.es/5-consejos-
para-usar-class-dojo-de-forma-eficaz.html
Google Classroom
Figure 8. Google Classroom. Retrieved from: https://classroom.google.com/h
Google Classroom is a free educative platform of blended learning, which belongs to

the Google Apps for Education, together with Google Docs, Gmail and Google
Calendar. It was released in 2014 and, since 2017, it has been available to the
standard Gmail accounts. In its origins, it was conceived as a way to save paper.
Starting at a main page, the teacher can develop virtual classrooms with the students.
In those classrooms, the teacher can create tasks with texts, audio files, pictures or
videos. At the same time, he can include announcements —with the possibility of
including videos, documents or links to other webpages—, surveys, answer to the
students, or stay in contact with the parents or with the students, by means of
individual mails.
The collaboration between teachers and students is possible thanks to the GSuite
accounts. Each student has a drive where teachers can upload files so that the
students edit or watch them. Besides, they can work in the same document through
different computers in real time, sharing them through Google Drive, which
encourages the collaborative work. Teachers can observe the progress, comment on

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Unit 2. Key Ideas
the files or edit them in real time or even install complements such as Flubaroo, to
correct test-like exams and add comments.
Google Classroom is available for Android and iOs in the App Store, for Chrome OS in
Chrome Store. This, however, presents an issue: not all the functions are available
for both platforms at the same time. With an administrative account, teachers can
connect to Google Play for Education. Besides, if the app Google Docs is installed, it
is possible to edit Google Classroom documents through the mobile phone or tablet.
On the other hand, it can also be used offline and the new information is stored in
the memory once the app is connected to the internet.
You can read an article regarding Google Classroom in the In Depth section
(McGinnis, 2019).
Socrative
Figure 9. Socrative. Retrieved from: https://socrative.com/
Socrative is a free app and its main aim is to give support to the classroom. It can be
used to give feedback or to assess by means of quizzes, space races —questionnaires
with measured time— or different types of exit tickets —questionnaires with results
ranking. The common feature is that the students must answer in real time with their
gadgets. The teacher, then, can export the data to resources like Excel. Teachers can
also create activities and obtain the feedback instantly.
Among its applications, we can use Socrative with methods such as the Flipped
Classroom, collaborative learning or the BYOD —Bring Your Own Device—, as it has

18
Unit 2. Key Ideas
shown positive results regarding the collaboration or the compromise among the
students. It is also recommended for the assessment together with other tools, such
as Kahoot or Google Forms. You must register and to use it: you only need the
Internet and a smartphone.
If you want to know more about Socrative, you can read the following article:
Bharti, P. (13th October 2014). A Complete Guide for Teachers on How to Use
Socrative. EdTechReview. Retrieved from: https://edtechreview.in/trends-
insights/insights/1532-a-complete-guide-for-teachers-on-how-to-use-socrative
Plickers
Figure 10. Plickers. Retrieved from: https://get.plickers.com/
Plickers is a free tool of augmented reality, which can be managed through the
webpage or through the app for mobile phones or tablets. It is highly advisable for
the classrooms to be provided with a projector, so that the students can see the
results in real time.
With it, the teacher prepares a questionnaire with true/false or multiple option
questions for the students. To answer to these questions, the students must use a
card (just a piece of paper) associated to each of them which has a special code
generated by the program. Depending on the answer they choose —A, B, C or D—,
they must turn the card around, as each answer has a specific shape. Then, they must
raise the card and the teacher will focus her/his mobile phone towards the students
for a few seconds, so that the augmented reality system recognises the information

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Unit 2. Key Ideas
provided by the students. This information is transferred to a graphic that can be seen
in the classroom computer which, connected to a projector, can show who has
answered correctly. This can be motivating, as students perceive the activity as a
game.
An advantage is that the rest of students do not know what their colleagues are
answering, as the card does not have the characters A, B, C or D. A drawback is that
only tests with four answers are allowed.
You can learn more about this tool in the In Depth section, reading the article by
Delgado von Eitzen (2017).
Learnboost
Figure 11. Learnboost. Retrieved from: https://www.learnboost.com
LearnBoost is an educative tool for teachers, parents and students. It is free software
that allows teachers to create and administer tasks, control the homework’s
progress, track the assistance of the students, make statistics and analyse the data
collected along the schoolyear, as well as share them with both parents and students.
The website includes a blog with pieces of news regarding the world of education. It
can be integrated in lesson plans; this way, the assessment book and the tasks will
appear integrated when we register to the web in our Google account. You must
register to access it.

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Unit 2. Key Ideas
Kahoot!
Figure 12. Kahoot!. Retrieved from: https://kahoot.com/
Kahoot! is a free platform that allows the creation of assessment questionnaires. This
app is included in the so-called M-learning, the Gamification and the Bring your own
Device, allowing the students to learn by means of games. The basis is that the
experience of learning is more motivating this way.
Using this tool, teachers can create quizzes in the classroom to learn or reinforce the
learning, while the students are the contestants. They choose an alias or username
and answer to a series of questions through a mobile gadget. There are two modes
to play: group or individual. The rounds of questions are accessible by all users, so
they can be reused or modified by stating countdowns or adding photos or videos.
You must register in the web to start creating your questionnaires; apart from those,
teachers can also access to questionnaires created and published by other users.
Once the questions are created, the teacher must give the students a PIN code so
that they can access the test in the website using any mobile gadget. To start the
game, it is necessary to project the questions. When it is over, students can know
their marks, which will depend on the correctness and on the speed with which the
students have answered. The tool allows us to export the results to Excel or to include
them in Google Drive, for the assessment process.

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Unit 2. Key Ideas
To deepen your knowledge regarding this tool, you can read the following articles:
The flipped classroom (n. d.). Tutorial: cómo preparar un Kahoot! The flipped
classroom. Retrieved from: http://www.theflippedclassroom.es/tutorial-como-
preparar-un-kahoot/
Espeso, P. (23rd February 2017). Kahoot! en clase, primeros pasos para gamificar el
aprendizaje. Educación 3.0. Retrieved from:
http://www.educaciontrespuntocero.com/recursos/kahoot-primeros-pasos-
tutorial/37533.html
Espeso, P. (18th July 2017). Los mejores Kahoots educativos para usar en Primaria.
Educación 3.0. Retrieved from:
http://www.educaciontrespuntocero.com/recursos/kahoots-para-
primaria/40126.html
Kathy Schrock’s Bloomin’ Apps
Figure 13. Kathy Schrock’s Guide to Everything. Retrieved from: https://www.schrockguide.net/bloomin-

apps.html
Kathy Schrock is an educational technologist. She has compiled a collection of apps,

which is categorized according to Bloom’s Taxonomy —and the revised version— to
help teachers use these apps in order to enhance different skills. The apps are
organized for the iPad, Android, Google and Web 2.0.
Figure 14. Bloomin’ apps. Retrieved from: https://www.schrockguide.net/bloomin-apps.html

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Unit 2. Key Ideas
You can learn more about the author in the following link:
Schrock, K. (n. d.). About. Kathy Schrok. Retrieved from:
https://www.kathyschrock.net/about.html
Tools for classroom management and Bloom’s taxonomy
Bloom’s taxonomy is a very important theoretical framework when dealing with our
students. In the following video, we will revise its main concepts and how they are
related to the teaching-learning process.
2.6. Bibliographical references

European Union. (2001). Common European framework of reference for languages:

Learning, teaching, assessment. Cambridge, U.K: Press Syndicate of the University of
Cambridge. Retrieved from: https://rm.coe.int/16802fc1bf

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Unit 2. Key Ideas
European Union. Recommendation of the European Parliament and of the Council,
of 18th December 2006, on key competences for lifelong learning (2006/962/EC).
Official Journal of the European Union L 394/10, 30th December 2006. Retrieved from:
https://eur-
lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF
European Union. Commission Staff Working Document, 17th January 2018,

accompanying the document Proposal for a COUNCIL RECOMMENDATION on Key
Competences for LifeLong Learning (SWD/2018/014 final - 2018/08 (NLE). Retrieved
from: https://eur-lex.europa.eu/legal-content/EN/ALL/?uri=CELEX:52018SC0014
Martin, A. (2005). DigEuLit–a European framework for digital literacy: a progress

report. Journal of eLiteracy, 2(2), 130-136. Retrieved from:
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.469.1923&rep=rep1&ty
pe=pdf
Miles, P. (2001). ICT in English. Cambridge: Pearson Publishing.
Random House Reference (ed.). Random House Webster's Unabridged Dictionary.

New York: Random House.
Servicio de Formación en Red. INTEF. (2015). Las competencias clave. In Formación

en Red (ed.) Educación inclusiva: iguales en la diversidad. Retrieved from:
http://formacion.intef.es/pluginfile.php/110316/mod_resource/content/2/COM.Cl
ave_Inclusiva.pdf
Spain. Organic law 2/2006, 3rd May, of Education. Boletín Oficial del Estado [online],
4th May 2006, num. 106. Retrieved from:

https://www.boe.es/buscar/pdf/2006/BOE-A-2006-7899-consolidado.pdf

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Unit 2. Key Ideas
Spain. Organic Law 8/2013, 9th December, for the improvement of the educational
quality. Boletín Oficial del Estado [online], 10th December 2013, num. 295. Retrieved
from: https://www.boe.es/buscar/pdf/2013/BOE-A-2013-12886-consolidado.pdf

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Unit 2. Key Ideas
In Depth
Working for competences
Cortés Alegre, A. (2014). El nuevo currículo LOMCE y el trabajo por competencias. Forum
Aragón: revista digital de FEAE-Aragón sobre organización y gestión educativa, 12, 30-
33. Retrieved from: https://dialnet.unirioja.es/servlet/articulo?codigo=4754426
Article about Competences in the Curriculum of LOMCE. It was written for Primary,
but it is clear and concise.
Infographics explaining competences
Campuseducation.com (n. d.). Aspectos básicos sobre las competencias clave. Retrieved
from: https://www.campuseducacion.com/blog/wp-content/uploads/2017/05/FICHAS-
COMPETENCIAS-CLAVE.pdf
This resource can help you gather your thoughts regarding competences, thanks to
its visual and approachable design.
Digital Competence for Lifelong Learning
Ala-Mutka, K., Punie, Y. & Redecker, C. (2008). Digital Competence for Lifelong Learning.
Seville: Institute for Prospective Technological Studies. Retrieved from:

http://ftp.jrc.es/EURdoc/JRC48708.TN.pdf
The article above stresses the fact that competences are vital for the everyday life.

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Unit 2. In Depth
Digital competence: the vital 21st-century skill for teachers and students
School Education Gateway (17th January 2020). Digital competence: the vital 21st-
century skill for teachers and students. School Education Gateway. Retrieved from:
https://www.schooleducationgateway.eu/en/pub/resources/tutorials/digital-
competence-the-vital-.htm
This School Education Gateway article explains what digital competence is and how
to apply it to your classroom.
Eight wildly successful classroom management strategies
Zook, C. (1st January 2020). 8 Wildly Successful Classroom Management Strategies for
2020. Applied Educational Systems. Retrieved from:
https://www.aeseducation.com/blog/wildly-successful-classroom-management-
strategies
This article explains eight strategies that can help you manage your classroom.

27
Unit 2. In Depth
Classroom Management Strategies to Take Control of Noisy Students
Rob Plevin (2013). Classroom Management Strategies to Take Control Of Noisy Students
Video 2 [video file]. Retrieved from: https://www.youtube.com/watch?v=I9Jk74XO98M
This video explains a four-step process to get students in the classroom, sat down
and ready to work with minimal fuss and disruption.
Classroom management styles: What’s your style?
Teaching in Education (2018). Classroom Management Styles: What's Your Style? [video
file]. Retrieved from: https://www.youtube.com/watch?v=CiIcptKYNh4
With this video, you can learn what is your classroom management style.

28
Unit 2. In Depth
Antecedents and Impact of intranet utilization
Masrek, M. N., Karim, N. S. A., Hussein, R. (2007). Antecedents and Impact of intranet
utilization: A conceptual framework. Journal of Information Technology Impact, 7(3),
213-226. Retrieved from:
http://citeseerx.ist.psu.edu/viewdoc/download;jsessionid=1D35BF2F9BC9861B5EC2A6
826E0528EB?doi=10.1.1.483.7795&rep=rep1&type=pdf
In this article, you can learn about the antecedents of the use of the intranet.
The benefits of intranets in schools, colleges and universities
Mentis, C. (23rd November 2015). The Benefits of Intranets in Schools, Colleges, and
Universities. Claromentis. Retrieved from: https://www.claromentis.com/blog/the-
benefits-of-intranets-in-schools-colleges-and-universities/
This resource revises the benefits of the use of intranets not only at school-level
education.
Globalization through Distance Education via Inter- and Intranet Pedagogy
Prapphal, K. (December 2001). Globalization through Distance Education via Inter- and
Intranet Pedagogy. PASAA, 31, 75-81. Retrieved from:
http://www.culi.chula.ac.th/publicationsonline/files/article/WCKN2jLHY8Thu113939.p
df
Intranet serves a purpose regarding globalization. In this article, you can learn more
about it.

29
Unit 2. In Depth
Transform your classroom with Google Classroom
Guerra, J. C. (September 2018). Transform your classroom with Google Classroom.

Tutorial Google Classroom. Retrieved from:
https://juancarikt.wixsite.com/googleclassroom
In this website, you can see a tutorial prepared by a teacher on how to implement
the Google Classroom tool in your everyday lessons.
Previewing a new Classroom by Google
Google (2015). Previewing a new Classroom by Google [video file]. Retrieved from:
https://www.youtube.com/watch?time_continue=100&v=JUiLc0If0CI
In this video prepared by Google, you can see a short preview regarding the
implementation of Google Classroom in an actual classroom.

30
Unit 2. In Depth
Teacher’s Essential Guide to Google Classroom
McGinnis, K. (22nd August 2019). Teachers' Essential Guide to Google Classroom.

Common Sense Education. Retrieved from:
https://www.commonsense.org/education/articles/teachers-essential-guide-to-
google-classroom
This very complete article can help you understand Google Classroom as a useful tool
for the teaching-learning process, as well as provide you with ideas for its concrete
implementation in your everyday lessons.
Socrative manual
Gobierno de Canarias (2018). Manual de Socrative. Retrieved from:

http://www3.gobiernodecanarias.org/medusa/ecoescuela/pedagotic/files/2018/01/m
anual-de-socrative.pdf
The Government of the Canary Islands issues this manual on Socrative in order to
help teachers and schools implement it within the classroom.
Socrative: an interactive learning and evaluation tool through the mobile phone
Subirats, X. (2018). Socrative, una herramienta interactiva para el aprendizaje y la

evaluación a través del móvil. Actualidad Analítica, 63, 7-10. Retrieved from:
https://www.seqa.es/ActualidadAnalitica/AA_63/0002_Xubirats.pdf
This article revises the basic of the Socrative tool in terms of learning and evaluation.

31
Unit 2. In Depth
Assessment of the use of Socrative as a teaching tool in university-level education
Luesma, M. M., Sotera, F. & Abadía, A. R. (2016). Valoración de la utilización de

SOCRATIVE como herramienta didáctica interactiva en dos asignaturas del grado en
Óptica-Optometría de la Universidad de Zaragoza. Paper presented in the In-Red
Congress, Valencia. Retrieved from:
https://www.researchgate.net/publication/305026853_Valoracion_de_la_utilizacion_d
e_SOCRATIVE_como_herramienta_didactica_interactiva_en_dos_asignaturas_del_gra
do_en_Optica-Optometria_de_la_Universidad_de_Zaragoza
When we talk about this educational ICT tools, we usually think of them as useful only
with younger students, in Primary or Secondary education. However, they can be also
applied to higher education levels. In this paper, the authors assess Socrative after
being used in two university subjects.
Plickers: what is it and how to use this awesome free tool in class
Delgado von Eitzen, C. (23rd July 2017). Plickers: qué es y cómo usar esta genial
herramienta gratis en clase. Blog de ChristianDvE. Retrieved from:
http://www.christiandve.com/2017/07/plickers-que-es-usar-clase-herramienta/
In this teacher’s blog you can learn the basics of Plickers and its implementation
within the classroom.

32
Unit 2. In Depth
LearnBoost Getting Started Guide for Teachers
Learnboost (2012). LearnBoost Getting Started Guide for Teachers. Retrieved from:
http://lb-blog-media.s3.amazonaws.com/blog/wp-
content/uploads/2012/05/2012.04.12_Getting_Started_Guide_teacher.pdf
In this document, you can read the basics to apply Learnboost to your classroom.

33
Unit 2. In Depth
Test
1. Competences are:
A. Just a recommendation by the Council of Europe.
B. Basic curricular elements.
C. Both.
2. Which Spanish law integrated European key competences in the curriculum for
the first time?
A. Order 2/2006, 3rd May.
B. Order 8/2013, 9th December.
C. Royal Decree 1105/2014, 26th December.
3. Key competences are a combination of:

A. Knowledge, skills and attitudes.
B. Maths, language skills and ICT tools.
C. Online and offline tools.
4. Communication in foreign languages involves mediation and intercultural

understanding.
A. True.
B. False.
5. The digital competence involves:

A. The confident and critical use of Information Society Technology (IST).
B. Basic skills in Information and Communication Technology (ICT).
C. Both A and B are true.

34
Unit 2. Test
6. Classroom management issues:
A. Are a combination of some knowledges: about yourself, about the students
and about technology.
B. Are useful for the teacher.
7. Intranets are:
A. Only useful when connected to the web.
B. Useful for classroom management.
8. In Dojo, communication between parents and teachers must be constant.

A. True.
B. False.
9. Google Classroom:
A. Does not allow users to install complements.
B. Allows users to install complements.
C. Allow users to install complements if they belong Google Suit.
10. Kahoot! Is only used to answer questionnaires.

A. True.
B. False.

35
Unit 2. Test

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Unit 2

Technology and Language Teaching

ICT tools for classroom

2.4. Schools’ intranet 13

Technology and Language Teaching

2.1. Introduction and objectives

Therefore, the objectives of this unit are:

 Explain what the curricular elements and competences are.

2.2. Competences for a lifelong learning: digital

Technology and Language Teaching

Educational law in Spain is heavily influenced by regional legislation. For further

The elements composing the curriculum determine the teaching-learning process.

Figure 1. Curriculum is made up of several contents. Retrieved from http://theconversation.com/on-the-

Technology and Language Teaching

By the integration of the competences in our curriculum we take the first

The European Commission (2006) defines key competences as:

A combination of knowledge, skills and attitudes appropriate to the context.

Technology and Language Teaching

In accordance with the guidelines of the European Commission, key

The key competences are (figure 2):

Figure 2. Key competences. Based on Council of Europe(2006).

In short, we can explain the key competences as follows:

 Communication in the mother tongue: it is the ability to express and interpret

Technology and Language Teaching

Technology and Language Teaching

The digital competence: digital literacy

Figure 3. Digital competences. Retrieved from: https://nexian.es

Regarding digital literacy, reading of the following article is highly advisable:

Martin, A. (2005). DigEuLit–a European framework for digital literacy: a progress

Technology and Language Teaching

Competencies and skills

Access the video through the virtual classroom

Technology and Language Teaching

Figure 4. Classroom management. Retrieved from https://www.quizalize.com/blog/2018/03/09/classroom-

Figure 5. Advices to avoid problems in class. Based on Miles (2001)

Technology and Language Teaching

Technology and Language Teaching

Classroom management issues

Access the video through the virtual classroom

2.4. Schools’ intranet

Technology and Language Teaching

 The connection speed is far greater and more reliable.

It is also possible a remote access to the Intranet by means of passwords,

Figure 6. Intranet and extranet. Retrieved from: https://es.vivaintra.com/novidades/post/3/internet--intranet-

Technology and Language Teaching

2.5. Tools for classroom management

Figure 7. Dojo. Retrieved from: https://www.classdojo.com/es-es/

Technology and Language Teaching

It is composed of two main aspects:

• Morning Meeting App. https://www.classdojo.com/es-

Technology and Language Teaching

Figure 8. Google Classroom. Retrieved from: https://classroom.google.com/h

Google Classroom is a free educative platform of blended learning, which belongs to

Technology and Language Teaching

Figure 9. Socrative. Retrieved from: https://socrative.com/

Technology and Language Teaching

Figure 10. Plickers. Retrieved from: https://get.plickers.com/

Technology and Language Teaching

Figure 11. Learnboost. Retrieved from: https://www.learnboost.com