On June 17 and 18, the School of Education and Psychology has organized the congress Internacional Clil+Sciencefocused on the interactive teaching of science and technology in content and language integrated learning programs (CLIL). Marta Cervera will be the manager of two workshops of this educational activity, recognized by the Ministry of Education, Culture and Sport. We talked about new tools for learning with this Teacher Trainer of Pearson -the publishing house of educational services and contents-, and pedagogical advisor of project Education 3.0.

What are, in your opinion and according to your experience professor, the advantages of transversal and joint implementation of digital and communicative competencies?

I find it difficult to think of one without the other, since skill digital entails the ability to communicate through a digital medium, so, basically (and not so basically), skill digital is at the same time skill communicative in today's world.

We read on network while searching for information, we access information by listening to podcasts, watching videos, we organize our information, we write via blogs, social average, presentations, we talk through videoconferences...

On the other hand, the possibility of being able to make multimedia and multimodal creations expands the issue of dynamics that can be performed in the classroom allowing students to show what they know not only to their peers, but to society. This is very powerful.

To what extent can financial aid use ICTs as tools at the service of the dynamics of class, in order to achieve the proposed educational objectives?

The last report made by the OECD in relation to the use of technology in the classroom summarizes it in a way, in my opinion, very accurate. Technology can amplify a good methodology, but it cannot replace a bad one internship. It complements perfectly, but for the time being it substitutes poorly.

Can these help teachers to create more creative learning dynamics on classroom?

Reports show that the core topic in learning is the teacher, a teacher who knows well the dynamics and processes that have a greater impact on learning, will find in technology his ally, as it will allow him to individualize, motivate, analyze, communicate, and streamline in a way that without technology he would not be able to do.

How can ICTs favor the active participation of the agents involved in the process of teaching and learning?

The use of platforms, shared tools, social average...the same whatsapp, for example, allows to unite and facilitate communication. Educational platforms are perfect for this. They contain assessment tools (formative and summative) that allow us to have immediate feedback, allow us to individualize the content for our students and provide us teachers with possibilities that otherwise would not be feasible.

The use of data as an empirical basis for informed decision making, I believe, is the next step to definitively professionalize teaching. There is too much information chaos, let us base our decisions not on fads, but on programs of study and certainties. For this, the use of technology brings us incredible value.

We could establish, in a simple way, the following sequence, which could be: design of the goal educational , choice of the ICTs that help to achieve the goal, and analysis or assessment of the results... Let's talk about the importance of this last part of the analysis.

It is important to start the sequence with the "outcome" or the learning goal , then design the steps and evaluate which tools can help the student (and me) in this process; here I need a deep understanding of what each tool ICT really brings me in order to be able to apply it correctly. At the end of the process, I would carry out an analysis or assessment of both the process itself and the results: this reflection will help me to perfect the continuous learning process that makes our profession a continuous adventure.