A web-based Learning Didactical Design for Training Teachers in the Incorporation of Technology to the English Classroom

Cómo citar

Camacho Vásquez, G., Diaz Pareja, E. M. ., & Ortega Tudela, J. M. . (2023). A web-based Learning Didactical Design for Training Teachers in the Incorporation of Technology to the English Classroom. Praxis, 19(2). https://doi.org/10.21676/23897856.4979


The remote teaching and learning for emergency lived during Pandemic Times has demonstrated the urgent need to train teachers in the incorporation of technology into their classrooms. In English Language Teaching (ELT), this need becomes a must since the use of digital tools enables the development of Cultural and Intercultural Competence by approaching authentic language registers in native speakers of English, and variations of the language in speakers of English from other languages.  A conducted literature review shows that models like Mishra and Koehler’s T-Pack, Puentedura’s SAMR, and Salem’s SOSE shed light on how to lead this process of ICT integration to education in general; but there is not a didactical design that describes concrete procedures on how to train English Teachers in this issue. The current article aims at describing and supporting theoretically a conceived Web-based Didactical Design for training English teachers in the use of ICT for ELT, based on the analysis of existing models. The Didactical Design is part of the planned intervention of a study that intends to find out its effects in Teachers’ Digital Competence using the DigCompEdu framework, in three groups of basic, middle, high school, and Tertiary Education English teachers from Colombia.

Palabras clave

ICT; ELT Didactics; Didactical Design; Innovation; Teachers’ Professional Development


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