MY SEARCHES

1. Which particular DigCompEdu Framework competences enable the efficient use of digital resources to help students enhance their reading and listening skills?

The inclusion of technology within society has gained great space and has become a fundamental factor,  for which the education sector is no exception, teachers must first appropriate all digital skills so that they can expand the pedagogical strategies to be implemented in the teaching process.

The Digcompedu is a primary tool for teachers in their training process and digital competence, which seeks to promote innovation in education, is also a point of reference in which areas with specific competences have been identified to improve teaching processes.

As an answer to the question according to the areas defined in the Digcompedu the most related to the improvement of the recepting skills would be that of the management of digital resources since with this the teacher must create and distribute resources or tools that allow the student develop various skills, so it must reach its apprentices in such a way that they receive information either through readings or audios and adapt to different teaching styles, on the other hand the area of digital pedagogy since it covers design, planning and implementation of digital technologies in the different stages of learning it should be noted that in the self-regulated learning competence it is intended that the student learn to manage the various tools and the same is responsible for carrying out their process.

Student empowerment also provides the possibility for the student to receive all information and actively engage with the use of digital tools in the same way that the access given to such information for them is clear, understandable and applicable to all types of knowledge.  As a final but not least important part, the area to facilitate digital competence assumes a component where the student must seek and find information which must be organized, analyzed and interpreted according to their needs.

As teachers must develop their digital skills students must be in the same tune, not only technology advances unstoppably but also this there are constant changes in the applications that provide technologies, is this one of the reasons why this cannot be far from the learning processes and although it is not that everything revolves around this if it becomes necessary its inclusion, this leads us to promote the resolution of problems to be critical and digital citizens, producing and sharing quality content, the Digcompedu, which already has a few good years of experience, is looking for improvements in the edition so that young people develop their technological potential at any educational level, On the other hand the school represents that option of training so that the students can be competent in the world of work.

Being proficient in the technological area means not only the appropriation of tools but the development of skills around them, knowing how to use them in various fields and develop capacity and criticism. That is why the Digcompedu becomes the fundamental basis of the acquisition of these competences, and that in the case of recepting skills strategies and applications must be implemented that allow the student to have the ability to make efficient and innovative use of them, undoubtedly highlights that the area 5 where the student is empowered in their cognitive development and focuses on to enable them to standing out, is for this reason that the active participation of the student is sought to access resources, analyze them, classify them according to their needs, advance according to their level, be committed, creative, contextualize themselves in their reality and take the best for them, and again it is mentioned that area 6 that also focuses on the student because the information provided by the teacher is expected to use it in a creative and responsible way.

English learning is undoubtedly of great importance in the world and basically a necessity for work and cultural demands, as already mentioned technology has a key role in this process, and are giving different options of applications with which you can bring information to students, within educational resources to highlight digital platforms such as Google classroom, educaplay, iscollective, Google sites and forms, kahoot that have motivated improvements in reading ability as you can create various resources that energize interaction and participation.

Precisely in a school in Caquetá called IE our lady of the Mercedes saw an opportunity through the use of TICS to implement a digital strategy in which they intended to facilitate language teaching through instruction and communication of knowledge to address new technological alternatives. The digital skills of Digcompedu were taken as a reference, making more effective the use of technologies in their classes, and that basically through their six areas they intended not only to generate a positive impact on their students but to give greater opportunity of access and use of digital resources in education.

Digital tools stimulate the process of reading comprehension using cognitive strategies which have been strengthening in different stages, some reading strategies mediated by technological tools are effective in achieving improved understanding of academic texts which optimizes individualized learning scenarios, offering various tools and resources that facilitate the learning and practice of vocabulary in an interactive and motivating way.

Some examples taken from this research can be seen below: there you can see some resources and that students have accessed through electronic devices such digital tools

References:

1. Meneses Perdomo, F y Marisancén Varón, P. (2023). Fortalecimiento de la competencia léxica del idioma Inglés a través del diseño de una secuencia didáctica apoyada en TIC como estrategia pedagógica para los estudiantes de grado décimo de la Institución Educativa Nuestra Señora de las Mercedes de El Paujil, Caquetá. Universidad de Cartagena.

2. Leal, V. A. L., & Bergillos, F. J. L. (2022). La competencia digital de profesores en formación inicial de lengua española y la BNCC. LínguaTec, 7(1), 125-144.

3. Cabero-Almenara, J., & Palacios-Rodríguez, A. (2020). Marco Europeo de Competencia Digital Docente «DigCompEdu». Traducción y adaptación del cuestionario «DigCompEdu Check-In». Edmetic , 9 (1), 213-234.

2. How can I connect the learners´s digital competences with the receptive skills?

Technology and language are connected since at the moment people use an electronic device particularly a cell phone to communicate either orally or in writing, it is considered that already having access to this type of technology is a big step to have digital skills, is to consider that if we have access to a computer and the internet we can already access a lot of information that is already available for learning in fact English is a language that goes along with these advances and can be perfectly associated.

Already our students being exposed to all these advances and changes can take advantage of such technological skills because through the use and access they make with their devices can get, storing, producing and sharing endless information and even engaging in collaborative networks. Learning a foreign language like English is highly favored with the availability of digital tools because statistics show that this is one of the main internet languages and major foreign languages taught in schools.

Among the advantages of involving technology with language learning are: the possibility of interacting in native language contexts, motivation to improve their communication skills and greater control and autonomy on the part of the student who are active in their learning process. Simple tools such as email, blogs, forums, chat rooms and videoconferences help improve reading and listening skills and also encourage participation and better student development.

There are findings that students not only have electronic devices but spend time accessing information whether it is school tasks, personal type, entertainment, social networks, games, music movies among others; and if you recognize that the use of these is very important in daily living, everything becomes easier and more practical and eye-catching, have also recognized that learning English is necessary for all aspects, but despite this the dedication to their language study turned out to be low.

Another result is that students choose reading as the most practiced skill as it becomes necessary when performing tasks and listening is done by watching TV series, movies, listening to audiobooks, radio, tutorials.

Despite saying numerous times that technology opens many possibilities to learn English due to the variety of online resources available, it can be noted that social networks can help improve reading and listening skills, since there is a high stimulation of student interest that promotes language acquisition.

Clearly social networks are part of the daily life of people and this influence can be used in favor of learning a language, these provide certain tools that allow the learner to be autonomous when exchanging information, an interactivity process is generated with better learning scenarios, this type of communication allows to establish friendships, interact with natives, the interaction becomes key in the effective acquisition of language. In addition to generating a shared interest, commitment among several people, it can be debated in search of the achievement of objectives, among them generate a feedback that will help a lot in improving communication skills.

 

WhatsApp and Facebook are the networks that represent the most activity for people, the first has been lent more for educational purposes since there are shared links, PDFs among others, and the second network mentioned is a little more than looking for other kind of information not so much academic.

However both are applications that can improve the receptive skills of the student by creating group or pages to work classes or share links, announcements and other academic publications.

The receptive skills need more attention in order to improve their acquisition in a second language, mention some examples of applications that could help with this goal as is the case of YouTube where you can develop hearing skills with a lot of videos such as interviews with your favorite characters, Ted talks with talks of various topics that are worth reviewing, even some applications available in playstore can work offline and have audios, vocab 24 with editorials of important newspapers that would enrich the English lexical.

By having greater access to technology and the internet there are more opportunities for students to use English outside the classroom and at the same time acquire and develop their digital skills, it is also valuable to note that many online leisure and entertainment activities not associated with the purpose of acquiring a language help in this process indirectly, example of this can be listening and watching series or movies, another might again consider social media, online gaming, Twitter to encourage reading and writing skills.

It mentions a type of photo - visual literacy where the student can read graphical interfaces and understand any message presented visually, and socio-emotional literacy that refers to the ability to read spam-like information, privacy and exchange of information.

As for the receptive skills it is taken into account that the English language is heard more in a classroom context, outside of it students listen to music in English, perhaps radio, watch movies, newspapers and magazines.

It is worth considering the moment in which we live where most contexts allow us to have a direct contact with technology and that in turn this provides so many tools and possibilities to energize and motivate in the teaching and learning processes to get improving strategies and engaging the student much more.

References:

1. George, M. S. (2018). Developing listening and reading skills through social media using apps. Literary Studies, 3, 93-101.

2. Miglbauer, M. Students ‘Extramural English as a Resource for Fostering Language Skills and Digital Competencies in Tertiary Language Education.

3. Bucur, NF y Popa, OR (octubre de 2017). Competencia digital en el aprendizaje del inglés como lengua extranjera: oportunidades y obstáculos. En La XII Conferencia Internacional sobre Aprendizaje Virtual ICVL (págs. 257-263).

GROUP NUMBER 3: Images and sound stocks for the design of digital materials.

Does Pexel foster the "Assessment Strategies" as teachers in our daily work?

References:

1. Al Hosni, J. (2016). The power of image in English language teaching. Journal of Teaching English for Specific and Academic Purposes, 4(1), 229-235.

2. Azizah, A. N., Hidayatulloh, R., & Hasyim, U. A. A. (2024). Development of Teaching Materials Using Canva Application for Students' Reading Comprehension. Jurnal Penelitian Tindakan Kelas, 2(1).

3. Singh, S. (2019). Building Employability Skills in English as a Second Language (ESL) Classroom in India. English Teacher, 48(2).

4. Gallegos Valdés, C. M., & Martínez Jiménez, K. M. (2022). Educational Platforms and Tools and Their Application Teaching in The Virtual Classroom (Doctoral dissertation, Universidad de El Salvador).

5. Ivers, K. S., & Barron, A. E. (1998). Multimedia projects in education: Designing, producing, and assessing. Englewood, CO: Libraries Unlimited.

MODULE 3: PRODUCTIVE SKILLS

CATEGORY 3

1. How can teachers use digital resources to create content to help students develop the  productive skills?

According to some publications teachers can effectively use digital resources to enhance students' productive skills in several ways. First, digital tools offer flexibility in learning, empowering students to control their study environment and pace. Additionally, these resources facilitate collaborative learning opportunities, enabling students to engage with peers and educators worldwide through platforms like collaborative documents and video conferencing. Access to diverse multimedia content on the internet supports various learning styles and deepens subject engagement. Teachers can provide personalized feedback using digital assessment tools, enhancing learning outcomes. Multimedia elements integrated into digital classrooms, such as simulations and virtual reality, enhance understanding of complex concepts and increase student engagement. Furthermore, digital learning fosters the development of critical information and communication technology (ICT) skills essential for future success. To maximize these benefits, schools should prioritize training and support for both students and educators in utilizing digital tools effectively.

Developing productive skills plays a fundamental role in communication, according to studies in Indonesia, teaching these skills can be optimized by implementing the use of technological tools, such as YouTube, along with a wide range of other digital resources found on the web that offer numerous alternatives for information such as news, entertainment, and marketing. In this era where we are closely connected with technology, regions like Indonesia already include the use of these resources in their national curriculum across all areas of knowledge. This is highly beneficial for students as access to materials becomes easier, fostering creativity, imagination, interaction, motivation, and engagement. Various types of digital materials can be used in education, including presentations, recordings, e-books, digital images, drawings, photos, and videos. Given the ease of accessing these materials, it is assumed to stimulate both students and teachers, streamline the process, enhance productivity, and adapt to the learner's needs.

Based on the study, investigating the implementation of Content and Language Integrated Learning (CLIL) using video-sharing media offers significant advantages for teaching productive skills. Video platforms engage students more effectively through interactive and visually stimulating content, boosting enthusiasm for speaking and writing tasks. These digital tools also provide authentic materials and real-world contexts, improving language proficiency in meaningful ways. However, teachers may encounter challenges in lesson planning and material selection, highlighting the need for training in digital tools. Effective lesson design that integrates language and content seamlessly enhances instructional delivery and student outcomes. Digital tools facilitate immediate feedback and assessment of speaking tasks, fostering continuous improvement in teaching practices.

In conclusion, content and Language integrated learning offers a significant potential for enhancing productive skills in education, educators must proactively address language proficiency challenges to ensure students' success in both academic content and language acquisition despite some associated challenges.

References:

Masduqi, H., & Fatimah, M. N. C. (2023, December). Teaching Receptive and Productive Skills in an English Lesson Using Digital Learning Resources. In ICON LATERALS 2023: Proceedings of the 4th International Conference Entitled Language, Literary, And Cultural Studies, ICON LATERALS 2023, 11-12 July 2023, Malang, Indonesia (p. 83). European Alliance for Innovation.

Mashhadi, V. Z., & Kargozari, M. R. (2011). Influences of digital classrooms on education. Procedia Computer Science, 3, 1178-1183.

Fitria, V. N., & Susilawati, S. (2019, March). Video sharing in content and language integrated learning (CLIL) context: Fostering junior high school students’ productive skills. In Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018) (pp. 282-286). Atlantis Press.

2. How to connect responsibly  "managing, protecting and sharing" competences, with the writing process?

Connecting the competences of managing, protecting, and sharing responsibly with the writing process involves integrating ethical considerations, information management strategies, and collaborative practices. To responsibly integrate managing, protecting, and sharing competences with the writing process within the DigCompEdu framework, educators can adopt specific strategies. Firstly, emphasize managing competences by teaching students effective digital tools for organizing research materials and drafts, fostering structured and efficient writing practices. Secondly, address protecting competences by educating students on data privacy, copyright laws, and ethical use of sources to ensure they understand how to handle information responsibly. Thirdly, promote sharing competences through collaborative writing exercises, encouraging students to engage in constructive feedback and ethical attribution when collaborating and publishing their work digitally. By aligning these competences with the DigCompEdu framework, educators empower students to develop comprehensive digital literacy skills while fostering a culture of responsible information management and communication in their writing endeavors.

It is important to take into account certain aspects in order to further improve the integration of management, protection and sharing competences with the drafting process under DigCompEdu, such as:

Managing Competences:

Use digital tools such as cloud storage, reference managers, and project management software to help students organize their research notes, drafts, and sources effectively. Teach them how to create structured outlines and timelines to manage the writing process efficiently. Introduce strategies for information synthesis and critical evaluation of sources to ensure students can navigate and utilize vast amounts of information responsibly.

Protecting Competences:

Emphasize the importance of digital citizenship and ethical considerations in using and sharing information. Teach students about intellectual property rights, plagiarism prevention, and proper citation practices according to academic standards. Discuss data privacy laws and policies, including GDPR (General Data Protection Regulation) principles if applicable, to ensure students understand how to protect personal and sensitive information when conducting research and collaborating online.

Sharing Competences:

Encourage collaborative writing projects where students can co-create and edit documents using collaborative platforms like Google Docs or Microsoft Office 365. Emphasize the importance of clear communication, respectful feedback, and attribution of contributions in collaborative settings. Explore digital publishing platforms or class blogs where students can share their writing with broader audiences while learning about digital footprints and online visibility.

Integration with DigCompEdu Framework:

Align these competences with the DigCompEdu framework's dimensions such as information and data literacy and digital content creation. Ensure that students develop skills in creating, sharing, and managing digital content responsibly. Foster critical thinking and reflection on the ethical implications of digital communication, helping students become mindful contributors to digital environments.

By integrating these comprehensive strategies into the writing process, educators equip students not only with essential writing skills but also with critical digital literacy competences necessary for navigating today's information rich and digitally connected world responsibly. This approach supports lifelong learning and prepares students to engage ethically and effectively in digital contexts across various disciplines and professions.

References:

Dejoie, R., Fowler, G., & Paradice, D. (1991). Ethical issues in information systems: a book of readings. South-Western Publishing Co.

Yunus, M. M., Nordin, N., Salehi, H., Embi, M. A., & Salehi, Z. (2013). The use of information and communication technology (ICT) in teaching ESL writing skills. English language teaching, 6(7), 1-8.

Redecker, C., & Punie, Y. (2017). Digital competence of educators. Edited by Yves Punie.

 MODULE 3: SEARCH 2 PRODUCTIVE SKILLS

Use of Presentation tools and infographics for teaching writing and speaking

1. How can teachers use infographics to enhance the development of productive skills into the class?

According to some studies, the use of infographics to improve productive skills has generated good results in language learning processes. Writing is one of the four most challenging language skills to acquire since it involves many rules; students must pay attention to the mechanism, grammar rules, content, and organization ofthe writing topic. Students are challenged to express their ideas freely in creative writing depending on existing creativity. Writing contains the meaning of pouring out what the author thinks or feels that arises from the author's thoughts in written form (Boyle et al., 2019).

Canva is one of the most common and used app that allows for creating and modifying visually appealing visuals. This app is ideal for improving writing skills. Canva may be used to help increase learning. According to Smaldino et al., (2015), visuals  in  the  classroom,  including  Canva,  can  serve  several  purposes,  including:  1) creating  concrete  abstract  ideas;  2)  motivating  students;  3)  giving  direct  attention;  4) repeating  the  information;  5)  remembering  prior  knowledge,  and  6)  making  learning effective.

According to the research done with a group of 65 students from the English Language Teaching Studies Program, Faculty of Teacher Education and Training, Lambung Mangkurat University, shows that these types of resources helped them in their writing process and resulted in positive effects in improving it.

Some of the results and their opinions were as follows:

´´Canva  provides  features  of  images,  videos, elements, and others that I need on the Creative Writing course, like poster and video, I usually make poetry, short story, quotes, advertisement´´

´´Canva can facilitate my imagination towards certain design and be creative in using all the features that is provided. Because of the many attractive and aesthetically pleasing features,  Canva  helps  me  to  incorporate my  creative  ideas  into  my  creative  writing projects....´´

Infographics have also been used in projects for the development of speech skills, and have also proved positive for students' achievements, this is the case of a group of mechanical engineering students who under the figure of learning based on projects had to perform a collaborative work and problem solving.

In such a way that the infographic represents an attractive and successful working tool for creativity, critical thinking, teamwork among other skills. As for the communicative ability, this type of resources can favor your motivation and participation, because it turns out to be an opportunity to have fun, have a better work environment and generate confidence.

The  research  concluded  that infographic  projects  were  able  to  support  the speaking skill development. The students’ responses also the students’ performance indicated positive improvement on their speaking skill. The projects allowed the students to  work  collaboratively,  develop  their  creativity,  critical  thinking,  and  communication skills as well. The infographic was interesting because of its simple program and available template so it was helpful for the students who were not really skillful at graphic design. The speaking skill was developed in the infographic project because the students did not have  to  memorize  all  information  since  there  were  keywords  typed  in  the  infographic. The communication skill also increased because the audience were more interactive due to the interesting images in the infographic.

Using infographics as visual writing prompts can significantly enhance students' writing skills. Infographics provide a structured and engaging way to present information, which can help students organize their thoughts and ideas more effectively. Also can serve as excellent tools for student presentations creating their own infographics, students engage in research, data interpretation, and design, which culminates in a presentation.

Presenting complex data visually helps students discuss the information more easily. This method promotes critical thinking and enhances verbal communication skills.

Using infographics in summarizing and paraphrasing exercises can improve students' ability to condense information and express it in their own words.

Fosters a collaborative learning environment. Students can exchange feedback on the clarity, accuracy, and visual appeal of each other's infographics. This activity promotes critical thinking and constructive criticism, which are essential for developing both writing and speaking skills.

There are other digital resources that allow design infographics such as the following:

Piktochart: Easy-to-use editor with customizable templates, charts, maps, icons, and images.
Venngage: Offers hundreds of templates, data visualization tools, and branding options.
Visme: Provides infographics, presentations, reports, interactive charts, and widgets.
Infogram: Features charts, graphs, maps, and social media graphics with real-time collaboration.
Easel.ly: Drag-and-drop editor with thousands of templates, icons, and illustrations.
Adobe Spark: Templates for infographics, social media graphics, web pages, and video stories.
Snappa: User-friendly interface for infographics, social media posts, and blog graphics.

REFERENCES:

Candra, R. M. A., Chandra, N. E., & Hidayat, F. (2022, July). THE USE OF CANVA APPLICATION IN CREATIVE WRITING COURSE: STUDENTS'PERCEPTIONS. In International Conference on Language and Language Teaching (pp. 187-203).

Pertiwi, D. R., & Kusumaningrum, M. A. D. (2021). The infographic projects in speaking activities. JELLT (Journal of 
English Language and Language Teaching), 5(1), 52-62.
Alrwele, N. S. (2017). Effects of infographics on student achievement and students' perceptions of the impacts of infographics. *Journal of Education and Practice*, 8(9), 62-69.
Sukerti, G. N., & Yulianti, S. R. (2021). Fostering students’ presentation skills using infographic: The implementation of project-based learning in English for Specific Purposes. *International Journal of Indonesian Education and Teaching*, 5(2), 217-228.

2. Why not to use canva during the oral presentation twice a term and invite the ss to coevaluate their work? 

Peer assessment and collaborative learning are essential educational strategies that allow students to engage in meaningful dialogue, share diverse perspectives, and co-construct knowledge, which are critical for fostering deeper understanding and enhancing critical thinking skills. When students co-evaluate their peers' presentations, they are actively participating in a form of collaborative learning that requires them to listen critically, provide articulate and constructive feedback, and reflect on their own performance in relation to that of their peers. This collaborative evaluation process helps to build a supportive learning community where students actively contribute to each other’s growth and development.

Engaging in peer evaluation encourages self-reflection among students. It prompts them to compare their work against the standards set by their peers, identify their strengths and areas where they can improve, and set realistic and actionable goals for future presentations. This reflective practice is crucial for developing self-regulated learning habits. Canva, a versatile design tool, can significantly facilitate this process by allowing students to visually map out their feedback and reflections, making the evaluation process more interactive and engaging.

Practical steps to implement peer evaluation using Canva include creating customized peer evaluation forms that students can fill out during the presentations. These forms should include specific criteria such as content clarity, delivery, use of visual aids, and overall impact. After each presentation session, educators should hold review and reflection sessions where students can openly share their feedback and reflections. This collective discussion encourages students to think critically about the feedback they receive and consider how they can apply it to improve their future presentations.

Using Canva during oral presentations twice a term and inviting students to co-evaluate their work provides numerous educational benefits. It enhances student engagement and motivation by making the learning process more interactive and visually appealing. It helps develop essential digital literacy skills as students learn to use Canva's tools effectively. Furthermore, it encourages peer learning and collaboration, promoting a culture of mutual support and shared learning objectives.

Moreover, this approach promotes self-reflection and self-regulated learning by encouraging students to take ownership of their learning journey. It supports diverse learning styles, catering to visual, auditory, and kinesthetic learners through the various multimedia elements that Canva offers. Lastly, it fosters creativity and innovation by allowing students to experiment with different design elements and presentation formats, thus enhancing their overall communication skills.

Using Canva for feedback and peer evaluation after oral presentations can enhance the process through visual and collaborative tools such as:

Designing Feedback Forms: Canva helps create engaging and customized feedback forms, improving student motivation and engagement. Forms can include criteria like content clarity and delivery.

Collaborative Feedback: Canva’s collaborative features allow peers to provide real-time feedback, enhancing learning through critical thinking and reflective practice.

Visual Feedback: Incorporating visual elements such as charts and graphs in feedback forms can make the information clearer and more effective.

Rubrics and Checklists: Canva can create clear and structured rubrics and checklists that align with presentation objectives, ensuring consistent and objective evaluations. 

Presentation Analysis: Students can use Canva to develop visual reports analyzing presentations, which supports self-regulated learning through self-assessment and peer feedback.

By integrating these practices into the classroom, educators can create a more dynamic and interactive learning environment that not only meets the educational needs of all students but also prepares them for future academic and professional endeavors.

REFERENCES:

Hasanah, L. U. (2024). The Effectiveness of Canva Application Media to Improve Writing SKill of The Tenth Grade Students at SMKN 1 Jenangan (Doctoral dissertation, IAIN PONOROGO).
Mayer, R. E. (2009). Multimedia Learning. Cambridge University Press.
Topping, K. J. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249-276.
Perks, K., & Bereznicki-Korol, T. (2015). The influence of visual appeal on user perceptions of websites and online content. Journal of Business and Technical Communication, 29(1), 52-77.