We have planned two web-based lessons (WARMER – WEB – WHAT'S NEXT). Using technology can be motivating, many learners simply like using the computer and it adds variety to the class. In our lesson plans, we include websites to support SEN students in the classroom. Technology is excellent for encouraging language students with special educational needs.

For our second plan, we have planned to use Podbean. While newspaper generators can be beneficial for students with hearing impairments, podcasts are beneficial to auditory and dyslexic students.

On her website Cool cat teacher, special needs teacher Vicky Davis says, "Wikis and podcasting fit together wonderfully, particularly if you can pair an auditory and visual learner on a team. I've found the auditory learner will usually gravitate to the podcast and the visual will gravitate to the wiki. They make excellent teammates."

Davis mentions a type of student: auditory. Podcasts can really be helpful to students who are in their element when they have the opportunity to listen rather than reading/seeing material; different types of students need different types of technology. Why not take advantage of podcasts, then?

Hockly (2017) also mentions that audios can sometimes be helpful for dyslexic students: "Because dyslexic students have challenges with reading, they can listen to rather than read an English text. In addition, dyslexic students can audio-record what the teacher says on a mobile device, which can help them overcome problems with taking notes or remembering what the teacher says in class."

Theoretical framework we have tried to apply to our lessons:

PLANIED

Planied, which stands for Plan Nacional Integral de Educación Digital, is a Digital Competence Framework implemented by the Argentinian Ministry of Education in 2015. Its aim is to promote digital literacy in every school and, for such purpose, it proposes six dimensions needed for a person to be considered digitally competent.

• Creativity and innovation

• Communication and collaboration

• Information and representation

• Responsible and solidary participation

• Critical Thinking

• Autonomous use of ICTs

Throughout this lesson the different dimensions are tackled. To begin with, creativity and innovation are key to the lessons which are the creation of a piece of news with the help of a newspaper generator and then a podcast. Moreover, communication and collaboration is achieved by the discussion between students about the questions posed at the beginning and end of the classes. In addition to this, information and representation is present while students go back to the facts and main events in the athlete’s lives in order to narrate a coherent mini biography. Given the nature of the task, they will also be dealing with the autonomous use of technology since they are creating their own product and using the tool. Lastly, critical thinking will be at work when students discuss what pieces of information they will include in their productions.

SAMR Model

We have also taken Puentedura’s SAMR Model in the design of the activities students are to perform in these plans. To begin with, students are to create news pieces using both Google Docs and Fodey. Therefore, there is Substitution in the sense that technology replaces traditional ways of presenting information (i.e. instead of using pieces of paper to write what they will include in the piece of news, learners will use Google Docs). In addition to this, as Fodey offers its users the possibility of adding a picture, students will be presenting factual information which they will enhance by adding images, which could be seen as the Augmentation stage Puentedura put forward. Lastly, Redefinition will take place since students will be asked to make comments based on their classmates' productions which will, in turn, foster collaborative learning and construction of new meanings.