Abstract

This article analyses the main procedural and implementation features of a European course designed by a Spanish Research Group at Malaga University (Spain). The course target audience is English as a Foreign Language teachers at secondary and higher education as well as teacher trainers, and the course main objective deals with technological implementation in their foreign language sessions. Following a humanistic and an affective approach, the course goals are directed towards an active participation of the attendants. Moreover, ICTs are present in this collaborative process both as a teaching tool and as a material development resource. Obviously, international cooperation is an inevitable aim in this training course, which provides the perfect arena for exchanges among European practitioners who share a common teaching context. The course proposal we analyse includes graded activities in order to motivate students in a classroom of English as a foreign language. Webquest creation, Hot Potatoes evaluations and blog management are but some examples of motivating online platforms to be used in an L2 lesson. This combination of real ICT workshops and later peer discussions leads to a fuller assessment of their own teaching practice, becoming more aware of new possibilities in their profession.