Vicente López-Brea Fernández

I do agree on the description. For Spanish speakers there is a web page where you can find updated tutorials and examples: http://www.aula21.net/segunda/hotpotenlaces.htm One thing to be borne in mind is that while, as stated, is free of charge for educational users, its most resourceful element, "The Masher" (which helps to blend the exercises) is not for free.

I am no expert, but I am convinced that tools are helpful if we are able to provide a reason for use and a safe atmosphere to use them. In this sense I consider that ICT provide for the language teacher a relatively safe environment (provided the teacher "feels" confident with the media), but also a strongly realistic use of language, thus providing a reason to learn. There is little doubt that we, language teachers, need to focus on the use of language, and ICT make it easy for us to do so. Bringing a sense of reality also contributes to facilitate learners be less dependent, fostering their autonomy. Still what I may foresee for the future is, in the context of Spain and Madrid specifically, is an extension of relationships among the different curricular areas, in which language teachers contribute to the linguistic development of both teachers of other subjects and students. The uses of ICT will enable to facilitate the intercommunication of teachers and students, and I think there will be an extension of communities of users hooked to wider thematic areas.

I have been recently appointed Language and Humanities Consultant at the Teachers' Resource Centre of Alcorcon (Madrid). My specialty is and has been Foreign Language Teaching, English to be more precise. From my present position and as member of the History E-Learning Project, I am incharge of providing resources and training to the teachers of this area of Madrid. In what concerns the H.E.L. Project, I think my aim is to contribute with my knowledge of English Language Teaching foresseing the main problems that history teaching may have in non-native students. Besides, extending knowledge of examples of good practice at a local, regional, national and international level in what concerns the teaching history in English in non-native environmente is another area of deep interest.