The use of ICT tools is an intrinsic part of my daily life. From the moment I wake up until I go to sleep, I used some form of ICT tool every hour of the day. I use a smartphone to read and listen to the news in the morning, as well as to connect with my friends and family via various messaging services. I use the computer to take notes in class. During my school days I also access the Mondo school platform, to stay updated on my studies. I also use the computer during the day to see what's going on at school with the student union or the English department. I often look up words I don't know using my computer or smartphone. For my actual studies, I find that youtube.com provides me with many useful clips with information on certain things, such as pedagogical terms or explanation of syntax. I think this, along with reading the course material, is the most effective way to study for me. I also use ICT recreationally since I don't have a TV, I watch films or documentaries on my computer or smartphone at home. I use the Internet to find political events or movements, such as demonstrations, that I want to participate in. I stay in touch on the Internet with people that I might not have met in real life, but we are bonded by our mutual interests and I feel like maybe a third of my life takes place online, which is why it's a little difficult to answer this question. The pros and cons of using two ICT tools as pedagogical tools in teaching English. The smartphone. The smartphone is revolutionary, like you constantly connected to the outside world. It has led to progress in developing countries, where computers may be rare but smartphones are available, to be able to come together and connect with... half a sheet of paper... we would be forced to watch the clip to participate in class and this medium might motivate them in a different way than reading a book. It would also be easier for the teacher to see who did and did not watch the video. It is a modern version of traditional tasks, which does not exclude; students with reading difficulties could participate. It could be dangerous if the teacher relied too much on the clips and used them as a substitute. There is also a problem if students or the teacher use an unreliable clip; The Internet is full of information, but much of it is incorrect. References: Brown, H. Douglas. Teaching by principles: An interactive approach to language pedagogy. 2007. San Francisco. Pearson Longman.Lundahl, Bo. Didactic teaching in English; Texts, communications, språkutveckling. 2012. Lund: Studentlitteratur AB.