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Any consideration of syllabus or material design must begin with a need analysis

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Factors to consider when designing materials

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Factors to consider when designing materials

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Resource and facilities
Teachers must be realistic about what they can achieve in terms of materials design and production within the limitations of available resources and facilities

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MindSnacks - Language Learning Made Easy

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MindSnacks has a set of educational applications that use games to teach us different languages. Each of the applications is made up of different games that will help us pass the levels and enrich our vocabulary.

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Aplicaciones para aprender idiomas, HiNative review

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HiNative is like a bite-size language exchange. You get the benefits of contact with native speakers without the hassle of searching for an exchange partner or scheduling a chat.

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Ewa is an app to learn English that uses videos, books, stories and memes as a resource to teach the language, it even has a version for children. Within the application, a lot of games and interaction exercises are integrated so that little by little you can remember the vocabulary you learn.

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How to Use Duolingo to Learn Two Languages at Once - Language Hack #1

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It is a tool that transforms language learning into a game to make it more fun, effective, and best of all, it's free. Duolingo for Schools is a platform created exclusively for educators that allows them to track student progress.

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English learning apps provide immediate feedback and correction, allowing you to quickly identify and correct mistakes. This is particularly useful for practicing speaking and writing skills. The apps also provide tips and suggestions to help you improve, so you can make steady progress towards your goals

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Mention some APPS you are familiar with to develop language skills

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Mention some APPS you are familiar with to develop language skills

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Ali, I. y Ganuza, J.L. (1996). Internet en la educación. Madrid: Anaya Multimedia;

Aparici, R. y García, A. (1988). El material didáctico de la UNED. Madrid: ICE-UNED;

Bartolomé, A. R. (1989). Nuevas Tecnologías y Enseñanza. Barcelona: Ed. Grao,Col. M.I.E.;

Gallego, D., Alonso, C., Cantón, I. (Coord.) (1996). Integración curricular de los recursos tecnológicos. Madrid: Oikos-Tau;

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The main objective of this article was to review the most important elements significant aspects of the concept of didactic materials in the classroom, since our the condition of teachers requires us to know and use the teaching materials within our reach, improving our teaching work and therefore the quality of the
teaching-learning processes.

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The technical-aesthetic aspects.

The physical and ergonomic aspects of the environment.

The internal organization of information.

The use by the student: level of interactivity.

The adaptability of materials and media.

Ethical and moral aspects.

The economic cost.

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What should we evaluate from the didactic materials and media?

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What should we evaluate from the didactic materials and media?

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The evaluation implies the issuance of a value judgment on the qualities that has something or its value.
We can define it as a systematic process through which, depending on certain criteria, the relevant information is obtained that leads us to issue a judgment on the object in question and adopt a series of decisions regarding
the same"

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Ease of use. Whether it is controllable or not by teachers and students, if need specialized personnel.

Individual or collective use. Whether it can be used individually, in a small group Big group.

Versatility. Adaptation to different contexts: environments, teaching strategies, students;

Open, allowing the modification of the contents to be treated.

They promote the use of other materials (files, dictionaries) and Complementary activities (individual and in groups) cooperative)

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CHARACTERISTICS OF THE TEACHING MATERIALS

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CHARACTERISTICS OF THE TEACHING MATERIALS

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It is necessary to understand that material does not have value in itself. They are adapted to the objectives, contents, and activities that we are posing.
The following seems appropriate to me:

Printed materials: books, text, reading, reference (dictionaries, encyclopedias), atlases, monographs, brochures, magazines, bulletins, guides.

Area materials: wall maps, laboratory materials, games, hoops.

balls, foals, plinths, simulation games, models, aquarium, terrarium.

herbarium logical blocks, murals,...; Work materials: workbooks, folders, index cards, pencils, colors, pens.

Teacher materials: Laws, Official Provisions, Resolutions, PEC, PCC, didactic guides, bibliographies, examples of programming, and didactic units.

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These materials and equipment are also considered teaching materials.

It helps us present and develop content for students

Create meaningful learning with them

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They diversify curricular development, enrich it and update it by incorporating many other elements: the media, new technologies, etc.
They act as a uniting element of scientific knowledge, incorporating other extra-disciplinary systems.
They allow the development of highly functional and socially useful content, acting as a bridge between codified scientific knowledge and the most recent contributions.
They develop alternative formulas for curriculum development.

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Didactic materials are the elements that teachers use to facilitate and guide the learning of our students (books, posters, maps, photos, sheets, videos, software, etc.)

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The teacher is the central part of the educational system and the capabilities and functions it performs preparation, design, and development of learning units. The programming of the classroom and the educational programming itself.

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The Design Process for Students - Design and Technology / STEM classroom lessons

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Having discussions on different topics of interest, the use of songs, since they are posed by native speakers without taking into account the teaching purpose.

Reference:
Colorado López, LE, & Dilley, R. Á. (s/f). Edu.co. Recuperado el 2 de junio de 2023, de https://www.funlam.edu.co/uploads/facultadeducacion/64_EFECTIVIDAD_DE-LOS_MATERIALES_DE_INGLES_15.pdf

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Benefits of using authentic materials in class. 

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Benefits of using authentic materials in class. 

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Authentic materials provide real language that allows the learner to feel that they are involved in the context of the actual use of language, which promotes the development of skills stimulated by meaning.

The importance of taking into account the different types of learning is that authentic texts can be designed, searched for or adapted to help the student acquire a second foreign language using their own learning style. Therefore, the teacher must focus on finding and selecting suitable texts, activities and materials that facilitate and motivate the student to learn the language.

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Audiovisuals: These are technological instruments that present information using acoustic or optical systems or a combination of both, and can therefore serve as a complement to the classic means of communication in education.

Examples: video projectors, interactive whiteboards, videoconferencing, power point presentations, TV and videos.

Video support: https://youtu.be/dWQj2FWWszw

References:

Murillo-Vargas, G. (2017). Educational Resources in the Process Teaching Learning. http://www.scielo.org.bo/pdf/chc/v58n1/v58n1_a11.pdf

Gagliardi, L. (2021). Visual didactic materials: Teacher training and work in the area of Language and Literature.
https://estudioslambda.unison.mx/index.php/estudioslambda/article/view/114/107

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Visual: Visual materials are those that express messages through images, including those that are combined with the written word and with real objects existing in the locality.

Examples: photographs, illustrations, pictures, drawings, flip charts, cards, flashcards, postcards, paintings, maps, graphs.

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                    Categories of didactic materials 

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                    Categories of didactic materials 

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Audio: Auditory materials are those media that are of great help in education because they stimulate the function of the senses and activate experiences and learning.

Examples: Spoken word, radio , tapes/cassettes, records, CDs.

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The Purpose of Resources of the Teaching and Learning Process

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The Purpose of Resources of the Teaching and Learning Process

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Among the functions that teaching resources have are:
- provide information
- fulfill an objective
- guide the teaching and learning process
- contextualize students
- make communication between teachers and students feasible
- bring ideas closer to the senses
- motivate students

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The importance when designing English materials 

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The importance when designing English materials 

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Learners need the most useful tools to simplify the academic process, that is to say, using the teaching materials to connect the teacher with the student. The teacher-created materials should be interactive, relevant, interesting, motivating, and meet specific individual's needs, then clearly teachers must ensure they know their learners. Any consideration of syllabus or materials design must begin with a needs analysis. This should reveal learning needs with regard to English language skills in listening, speaking, reading, writing, vocabulary knowledge, and grammar; as well as individual student’s learning preferences.
The curriculum and the context are variables that will significantly impact on decisions about teaching materials.
Whatever the curriculum, it is the teacher’s responsibility to ensure that the goals and objectives of the overarching curriculum are kept close at hand when designing materials (Nunan, 1988).

4 Design Tips for Building Better Learning Materials

Reference:
Howard, J., & Major, J. (2004). Guidelines for designing effective English language teaching materials. The TESOLANZ Journal, 12(10), 50-58.
Teaching materials

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Disadvantages of the Resources of the Teaching and Learning Process

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Disadvantages of the Resources of the Teaching and Learning Process

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Addiction: Interactive multimedia is motivating, but an excess of motivation can cause addiction. Teachers should be attentive to students who show excessive addiction.

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Distraction. Students sometimes spend time playing instead of working.

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Anxiety. The continuous interaction with the computer can cause anxiety in students.

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Incomplete and superficial learning.
The free interaction of students with these materials (not always of quality) often provides incomplete learning with simplistic and shallow visions of reality.
The quality of learning is generally not higher than using other means.

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Dependence on others. Group work also has its drawbacks. In general, it is convenient to make stable groups (where the students already know each other) but flexible (to vary) and it is not convenient for the groups to be numerous, since some students could become spectators of the work of others.

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Very stiff dialogues.
The didactic materials require the prior formalization of the subject to be taught and that the author has foreseen the paths and dialogues that the students will follow in their process of discovery of the subject. The teacher-student dialogue is more open and rich.

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Deployment of minimum effort strategies. Students may focus on the task posed by the program in too narrow a sense and search for strategies to fulfill the minimum mental effort, ignoring the study possibilities offered by the program.

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Deviations with respect to other activities. The use of didactic programs can produce inconvenient gaps with other classroom work, especially when they address partial aspects of a subject and differ in the form of presentation and depth of the contents with respect to the treatment that has been given to other activities.

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Partial vision of reality. The programs present a particular vision of reality, not reality as it is.

Lack of knowledge of languages. Sometimes students do not adequately know the languages (audiovisual, hypertext...) in which computer activities are presented, which makes it difficult or prevents their use.

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Visual triedness and other physical problems. An excess of time working in front of the computer or bad postures can cause various ailments.

Insufficient quality control. Materials for self-training and tele-learning environments in general do not always have adequate quality controls.

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Informational disorientation. Many students get lost in hypertexts and the atomization of information makes it difficult for them to obtain global views.
Hypertext materials are often difficult to print (they are very fragmented)

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Isolation. Multimedia teaching materials allow students to learn on their own, they even encourage them to do so, but this excessive individual work can lead to sociability problems.

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Computer problems. Sometimes students deconfigure or contaminate computers with viruses.

References:
Marqués, P. (2000). VENTAJAS E INCONVENIENTES DEL MULTIMEDIA EDUCATIVO. Recuperado de: http://www.peremarques.net/ventajas.htm