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This research examined the most effective innovations in the teaching-learning process of the English language in Basic General Education. Through a thorough literature review and a survey of English teachers in primary and secondary schools, innovative methodologies and technological resources with high potential for improving the acquisition of linguistic competencies at these educational levels were identified. The findings revealed that approaches such as task-based learning, situated learning, and gamification are among the most promising methodological strategies, as they promote meaningful, playful, and contextualized learning of English. Additionally, the integration of attractive and interactive digital technologies, such as augmented reality, educational video games, and multimedia resources, proved to be highly effective in fostering motivation, engagement, and knowledge retention among students. However, the results also highlighted key challenges to address, such as the need for specialized teacher training in these innovations, access to adequate technological resources, and the adaptation of content to different levels of linguistic ability. Notably, the teacher survey revealed a broadly positive perception of the effectiveness of these innovative strategies, showing a majority willingness to implement them in their classrooms. In conclusion, the study emphasizes the importance of adopting innovative approaches tailored to the characteristics, interests, and needs of Basic General Education students, in order to optimize English language learning at these levels. The incorporation of active methodologies and attractive, interactive digital technologies, supported by appropriate training and resources, can make a significant difference in the effective acquisition of English language competencies from an early age. [ABSTRACT FROM AUTHOR]

The present study on Digital Resources in the natural sciences subject, requires that education must be related to digital applications, because they allow an interactive learning between teacher and student. In this way, teacher must assume the responsibility to implement innovative resources, strategies and activities at teaching and learning process. However, today teachers choose to use school textbook as their only one didactic resource, which leads to the so-called text centrism, that is, the absence of activities and tasks on teaching and learning process, which results in a class improvisation. The objective of the project was to apply the audiovisual resource made in the Powtoon tool for the strengthening of the didactic pedagogical process in the subject of Natural Sciences in the Educational Unit collins in the parish the matrix, canton Latacunga. The method applied was the inductive theoretical and empirical through the observation technique with its observation guide instrument, which allowed interpreting, explaining and exploring relevant aspects about the digital didactic resources for the teaching and learning of Natural Sciences. The result of the proposal is the application of a video-lesson through a demonstration class, in order to promote autonomous learning through the use of technological tools to strengthen the training process in the subject of Natural Sciences. Therefore, this research project contributes to the innovation processes in the classroom through the incorporation of technology. [ABSTRACT FROM AUTHOR]