Digital Technologies and MFL

This section is dedicated to the use of Digital Technology in the MFL classroom and is based on the Digital Learning Framework for Post Primary Schools and the Digital Learning Planning Guidelines, both from the Department of Education.

The Digital Learning Framework has been developed to assist schools in effectively embedding digital technologies into teaching and learning. It provides clarity for school leaders and education providers in how to create a shared vision for how technology can best meet the needs of all learners.

students in computer room
This page provides a list of the tutorials for various digital technologies that you could use in your MFL classroom. New tutorials are often added, or previous ones updated, so be sure to check back often.

A new website which offers a self-evaluation tool, has been developed by JCT, PDST and PPLI to support language teachers to self-evaluate and develop their digital practice in the languages classroom.

The website is also available as Gaeilge: Digi Tech do Theangachas

Digital Learning Framework

The DLF contains four Domains, each containing Standards and Statements of Effective and Highly Effective Practice. Our resources, links and guides are provided to help you achieve the embedding of digital technologies in your MFL classroom. Reference should always be made to the DL Planning website, where resources, documents and exemplar videos are provided for various subjects.


1.1 Students enjoy their learning, are motivated to learn, and expect to achieve as learners
1.2 Students have the necessary knowledge, skills and attitudes required to understand themselves and their relationships
1.3 Students demonstrate the knowledge, skills and understanding required by the post-primary curriculum
1.4 Students attain the stated learning outcomes for each subject, course and programme


2.1 Students engage purposefully in meaningful learning activities
2.2 Students grow as learners through respectful interactions and experiences that are challenging and supportive
2.3 Students reflect on their progress as learners and develop a sense of ownership of and responsibility for their learning
2.4 Students experience opportunities to develop the skills and attitudes necessary for lifelong learning


3.1 The teacher has the requisite subject knowledge, pedagogical knowledge, and classroom management skills
3.2 The teacher selects and uses planning, preparation and assessment practices that progress students’ learning
3.3 The teacher selects and uses teaching approaches appropriate to the learning objective and to students’ learning needs
3.4 The teacher responds to individual learning needs and differentiates teaching and learning activities as necessary


4.1 Teachers value and engage in professional development and professional collaboration
4.2 Teachers work together to devise learning opportunities for students across and beyond the curriculum
4.3 Teachers collectively develop and implement consistent and dependable formative and summative assessment practices
4.4 Teachers contribute to building whole- staff capacity by sharing their expertise