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TECHNOLOGY IN EDUCATION · Inglés 9°

TECHNOLOGY IN EDUCATION · Inglés 9°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Interpret spoken advice on common problems. Interactive: Respond to questions in group discussions.
  • Comprensión lectora (Reading): Reading: Summarize the main points of different types of texts. Reading: Identify the main topic and related ideas in a simple structured text.
  • Expresión oral (Speaking): Productive: Describe a recent personal experience. Interactive: Exchange two or more ideas in group discussions on familiar subjects.
  • Expresión escrita (Writing): Productive: Draft a persuasive paragraph on a familiar topic. Interactive: Write daily observations about everyday situations and activities.
  • Mediación (Mediation): Communication: Facilitate a discussion on a group project. Concept: Simplify complex concepts for group comprehension.

Comprensión auditiva · Listening

Conceptuales

  • The Use of Technology in School
  • When It's Better to Ignore Technology

Procedimentales

  • Receptive: Interpret spoken advice on common problems. Interactive: Respond to questions in group discussions.

Indicadores de logro

  • Can interpret spoken advice to understand limits on technology use (e.g., "I think this app is helpful because it makes it easy to access our homework and assignments, but I try not to use it too much so I don't get distracted by my phone.").
  • Can respond to questions in group discussions by sharing opinions on technology use (e.g., "I love this app because it has fun videos.").
  • Can respond in discussions by giving examples of useful or distracting apps (e.g., "In the audio, it is clear that video apps distract students during class.").

Comprensión lectora · Reading

Conceptuales

  • The Use of Technology in School
  • When It's Better to Ignore Technology

Procedimentales

  • Reading: Summarize the main points of different types of texts. Reading: Identify the main topic and related ideas in a simple structured text.

Indicadores de logro

  • Can summarize and compare key points in two texts about technology in school (e.g., "One article says that using tablets helps students because they can find information quickly, while the other says it's distracting because students use them to play games.").
  • Can identify the main topic and supporting ideas in a text about educational apps (e.g., "The main idea is that some apps can help students memorize information faster.").
  • Can summarize articles on classroom technology use preferences (e.g., "Two reasons students dislike technology in the classroom include the lack of charging stations and poor internet connections.").

Expresión oral · Speaking

Conceptuales

  • The Use of Technology in School
  • When It's Better to Ignore Technology

Procedimentales

  • Productive: Describe a recent personal experience. Interactive: Exchange two or more ideas in group discussions on familiar subjects.

Indicadores de logro

  • Can describe and recommend an educational app during a group discussion based on a recent personal experience (e.g., "I used a language learning app for language practice, and it helped me learn new vocabulary easily.").
  • Can exchange ideas in group discussions about useful technology in school by sharing personal preferences and comparing features (e.g., "I prefer tablets for reading because they are light and easy to use, but laptops are better for writing reports.").
  • Can participate in discussions about technology limitations by suggesting solutions or alternatives (e.g., "We should limit technology use during lunch to talk more with friends. Instead, we can play outdoor games to stay active.").

Expresión escrita · Writing

Conceptuales

  • The Use of Technology in School
  • When It's Better to Ignore Technology

Procedimentales

  • Productive: Draft a persuasive paragraph on a familiar topic. Interactive: Write daily observations about everyday situations and activities.

Indicadores de logro

  • Can draft a persuasive paragraph outlining the pros and cons of tech-free time during school hours (e.g., "While technology helps us stay informed, taking breaks can reduce eye strain and increase social interaction.").
  • Can write daily observations about using technology at school (e.g., "Today, I used my tablet to look up information for my science project. It helped me find everything quickly and stay organized.").
  • Can record observations on the benefits of technology for learning (e.g., "Using technology helps me learn faster because I can easily access resources and get immediate feedback on my work.").

Mediación · Mediation

Conceptuales

  • The Use of Technology in School
  • When It's Better to Ignore Technology

Procedimentales

  • Communication: Facilitate a discussion on a group project. Concept: Simplify complex concepts for group comprehension.

Indicadores de logro

  • Can facilitate a discussion on technology use by encouraging classmates to share opinions (e.g., asks peers to share their favorite school app and explain why it's their favorite).
  • Can simplify complex technology terms by using simple words and examples (e.g., explains Wi-Fi as the internet that connects phones and computers without wires).
  • Can clarify technology terms using both English and familiar language to help peers (e.g., explains "download" in both languages if classmates are unsure).

Recursos de lengua · Communicative Competences

Conceptuales

  • Nouns: technology, apps, tools, school, education, benefit, problem, solution, device, innovation, Linguistic access, platform, software, curriculum, resources, system, integration, network, instruction, progress Competences
  • Verbs: use, ignore, prefer, benefit, advise, solve, engage, incorporate, limit, recommend, browse, log in, synchronize.
  • Adjectives: appropriate, useful, beneficial, innovative, educational, accessible, digital, technological Discourse markers: while, but, instead, because Pronunciation Focus on stress in multisyllabic and compound words (e.g., "educate," "education," "integrate," "historical," "inform," "information," "innovate," "innovative," "software," and "network") Practice pronouncing minimal pairs with long and short vowels (e.g., /ʊ/ in "should" and /uː/ in "shooed") Practice intonation patterns with modal verbs "should" and "can" Weighing benefits and drawbacks: "Using tablets in school helps us access information easily, but it can be distracting." Pragmatic Suggesting limits: "We should have tech-free times at lunch so we can talk with each other more." Competences Expressing opinions and comparing preferences: "I like technology in school." "Technology is better for learning than traditional methods." Engage in conversations on the appropriate use of technology, offering suggestions for limiting or Sociolinguistic incorporating it in school (e.g., "We should use technology in school because it helps learning more Competences than traditional methods."). Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Tech Review Blog
  • Overview: Students create a blog reviewing different Critical Thinking: Using modal verbs and expressing educational apps. They express preferences using the preferences in discussions. present simple and offer suggestions using modal verbs (e.g., "You should ignore technology when..."). Debate: Discussing the pros and cons of technology in education. Project 2: Classroom Tech Debate
  • Overview: Students debate the pros and cons of technology in education, using Wh-questions and Technology Integration: modals to express their opinions (e.g., "I think we should..."). Use blogging platforms, debate tools, and digital journaling apps. Project 3: Tech-Free Challenge Journal
  • Overview: Students document their experiences during a "Tech-Free Day" challenge, using reflective writing and modal verbs (e.g., "You should avoid..."). Expressing Ourselves 32 High Beginner A2.4 and Connecting with Others

Procedimentales

  • 1. Simple present for expressing opinions and comparing preferences (e.g., "I like technology in school." "Technology is better for learning than traditional methods.")
  • 2. Modal "should" for making suggestions and modal "can" for expressing ability (e.g., "You should ignore technology when eating." " I can create presentations with my computer.")
  • 3. Wh-questions for discussions (e.g., "What apps do you like the most?")

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