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This Padlet presents a compilation of the content and resources developed throughout the semester, as a result of the analysis and work done in each phase of the project. The repository includes the expert presentations reviewed in Phase 2, the lesson plans designed in the same phase, the didactic unit created in Phase 3, the AI-based activities developed in Phase 5, and a final reflection on the current role of teachers. All materials are organized and accompanied by a brief description explaining their educational value.

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The presentations of the experts in phase 2 

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The presentations of the experts in phase 2 

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This is a compilation of field journals created throughout the different classes we had the opportunity to observe. They contain detailed records of the experiences lived, the teaching strategies used by the instructors, the students’ behavior, and the learning outcomes achieved during each session. These journals not only allow for reflection on educational practices from a critical and constructive perspective, but also serve as a valuable tool for analyzing and strengthening our future work as teachers. Through these observations, we were able to identify successes, areas for improvement, and methodological resources that significantly contribute to the development of effective and meaningful teaching.

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This lesson is designed for A1 level students aged 10 to 12, with the objective of enabling them to use the simple present tense to describe their daily activities. The session begins with a fun warm-up activity called "Miming My Routine," where students guess and name everyday actions acted out by the teacher, to spark interest and build vocabulary.

Next, in the pre-stage, students expand their vocabulary by matching words with images of daily activities. During the main stage, they fill out a personal chart detailing their routines using simple present tense sentences, with teacher support to structure correct sentences. Afterwards, they practice dialogues in pairs, asking and answering questions about their schedules to improve speaking skills and confidence.

For assessment, students can either present their routine orally or write a short paragraph. The lesson concludes with a summary activity called "Exit Ticket," where students write and share sentences about their day to ensure comprehension. As homework, students keep a daily routine journal using the simple present tense, with the option to illustrate it or record a short audio or video to share in the next class.

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The didactic unit titled “Let’s Talk! Boosting Confidence in Speaking and Pronunciation” is designed for A1-level students, aged 13 to 15, currently in 8th grade. Its main goal is to build students’ confidence, fluency, and accuracy in spoken English through focused practice in pronunciation, intonation, and the use of basic structures such as the simple present tense (affirmative, negative, and interrogative), subject pronouns, the verb “to be,” and WH- questions. Throughout four sessions delivered over two weeks, students will engage in real-life, contextualized situations that allow them to introduce themselves, talk about daily routines, share personal information, and participate in basic conversations. The unit integrates all language skills—listening, reading, writing, and speaking—with a strong emphasis on oral production through strategies like role plays, pronunciation drills, form filling, short text reading, and guided listening. It follows a communicative and task-based methodology, using scaffolding strategies such as modeling, pair work, visual aids, and sentence starters. A variety of interactive and inclusive resources support the learning process, including digital presentations, audio recordings, mobile apps, and educational videos. Formative assessments such as exit tickets, pronunciation checklists, oral games, and self-assessment recordings are used to track student progress and prepare them for the final speaking task. Overall, this unit aims to meet the learners’ needs by enhancing their communicative competence and equipping them with practical tools to speak confidently in everyday situations.

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The AI activities created in phase 5 - Nicole carrillo

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The AI activities created in phase 5 - Nicole carrillo

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Through this activity, students will be able to review and reinforce the use of past tense verbs with the support of artificial intelligence. The goal is to move beyond the typical "copy and paste" approach and instead promote a more thoughtful and educational use of AI. Students will ask questions, solve grammar problems, and interact with the tool to receive explanations, examples, and immediate feedback related to the past simple tense. In doing so, they will learn to use AI as an active learning resource, developing not only their language skills but also their critical thinking and autonomy in the learning process.

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The article "Redefining the Role of the Teacher in Education through Artificial General Intelligence (AGI)" by Haci Hasan Yolcu highlights how AI is transforming education. Rather than replacing teachers, AGI invites them to become guides who foster critical thinking and emotional skills in students.

As a future English teacher, I see AI as a useful tool to personalize learning and boost student autonomy, especially in language practice. Still, it’s important to maintain the human connection that is essential in teaching.

In conclusion, the article encourages future educators to adapt, embrace digital tools, and support students not only academically but also in how they interact with technology.

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The AI activities created in phase 5 - Leidy Duran

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The AI activities created in phase 5 - Leidy Duran

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In this activity, the use of simple present and continuous present can be evidenced in affirmative, negative, and interrogative forms through an interactive activity in Kahoot! then apply what you have learned by writing your own sentences using both structures. The activity encourages collaborative learning, contextual use of grammar, and provides immediate feedback through the digital tool.

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The combination of artificial intelligence in education is transforming the future of language learning. The article highlights how artificial intelligence tools can personalize teaching, adapting to individual student needs and providing immediate feedback. This enables more efficient and learner-centred teaching, facilitating self-learning and continuous improvement.

However, this technological evolution makes us think about the traditional role of the English teacher. AI can automate tasks like correcting exercises and assessing pronunciation, but it cannot replicate the empathy, the motivation that a human teacher brings to the classroom. Therefore, the teacher must redefine his or her role, focusing on being a facilitator of learning, guiding students in the effective use of technology and fostering critical skills that AI cannot develop.

In conclusion, the inclusion of AI in education should not be seen as a threat to teachers, but as an opportunity to strengthen English teaching. By harnessing the capabilities of AI and combining it with human interaction, teachers can create a more dynamic, inclusive and effective learning environment. This approach prepares students not only to master the language, but also to navigate an increasingly digitized world.

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The AI activities created in phase 5  - Heyder Leon

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The AI activities created in phase 5  - Heyder Leon

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Based on the article: “Redefining the Teacher's Role in Education through Artificial General Intelligence (AGI)” by Haci Hasan Yolcu

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The article by Haci Hasan Yolcu provides a thought-provoking perspective on how Artificial General Intelligence (AGI) is reshaping the traditional role of teachers in modern education. Rather than portraying AI as a replacement for educators, the article emphasizes its potential as a powerful ally that can relieve teachers from repetitive and administrative tasks. This shift allows educators to focus more on the deeply human aspects of teaching empathy, creativity, emotional intelligence, and the development of critical thinking skills. AGI enables personalized learning experiences by adapting to the individual pace, learning style, and needs of each student. In this way, artificial intelligence does not dehumanize education but enhances it by  providing support in areas where machines excel and freeing educators to do what they do best: connect with students on a personal and intellectual level.After reflecting on the article, I believe that our role as teachers is evolving rapidly. We're no longer expected to be the only source of information in the classroom; instead, we’re becoming facilitators, mentors, and learning designers. That’s a big shift, and it means we need to grow, too. I realize now how important it is for us to develop digital skills not just to keep up with technology, but to guide our students in using it meaningfully and responsibly. As teachers, we have the unique ability to bring human warmth, emotional intelligence, and cultural understanding into a learning environment, something no AI can truly replicate. Our job now includes helping students navigate these tools in a way that supports their personal and academic growth.As a future English teacher, I’m particularly inspired by the possibilities AI offers in language education. Tools like ChatGPT can simulate real life conversations, provide instant corrections, and encourage students to practice without fear of judgment. I see myself using these tools to complement my lessons and give students more personalized and engaging ways to learn. But I also understand that my role is crucial in ensuring these tools are used ethically and effectively. It’s my responsibility to create a learning atmosphere where technology enhances, not replaces, meaningful interaction. Embracing AGI allows me to reimagine my role not as a controller of knowledge, but as a guide who empowers students to become confident, autonomous learners in a digital world.

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The AI activities created in phase 5 - Lissa Reyes 

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The AI activities created in phase 5 - Lissa Reyes 

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Descripcion de la IA

It contains a complete academic explanation of what ChatGPT is and how it can be used in English teaching.

It includes a detailed step-by-step activity for the student to:

Interact with ChatGPT using a specific message.

Receive corrections for grammatical errors.

Practice with two topics: "last weekend" and "last vacation."

Record corrections and reflect on your learning.

It also offers supplementary materials such as verb lists, time expressions, and a self-assessment sheet.

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Qué es ChatGPT didactica actividad lissa

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Reflection on Being a Teacher in Times of Artificial Intelligence

Being a teacher today means much more than transmitting knowledge; it means being a guide, facilitator, and bridge between technology and human learning. While working with tools like ChatGPT to teach past tense verbs, I realize that artificial intelligence does not replace the teacher’s role it transforms and enhances it.

Using ChatGPT as a didactic support has allowed me to see how students feel more motivated when practicing with an interactive tool that offers immediate feedback. However, it also reinforces my role as a mediator: I am the one who designs the experience, adapts content to my students’ level, guides the ethical use of technology, and provides the human support that no AI can replicate.

In this context, it is essential that we, as teachers, learn to adapt and integrate artificial intelligence in a didactic way not as an end in itself, but as a means to enrich learning. Tools like ChatGPT can be powerful allies when used wisely, promoting autonomous practice, personalized reinforcement, and the development of real communicative skills.

At the same time, we must teach our students that it is neither healthy nor educationally sound to rely entirely on these tools. It is crucial they understand that AI can support learning, but it cannot replace effort, critical thinking, or human creativity. Our role is to shape individuals who think, who question, and who learn how to learn—even in an increasingly automated world.

Ultimately, being a teacher in the digital age is an act of balance: embracing the best of technology without losing sight of the irreplaceable value of human connection.