The IES Vecindario CLIL team Project for the improvement of the technological competence originates from both the needs found in the team after several years of working in the CLIL programme and the fact that our students are longing for different and new sources of motivation when learning a foreign language. We are working with students who are used to living in a digital society and find no motivation in the traditional methods of teaching. Nine participants will take part in this project. However, its outcomes will have an impact on many other teachers of our school and it will also reach other schools of the area. The activities included in our formative project will consist of attending different courses in various foreign countries. These are aimed to develop the technological and communicative competences of the teachers who form part of the project by learning new online tools and resources which will be put into practice in the classroom. In addition, these resources will also be used by those CLIL areas which are taught in English. We first focus on the online searching of the courses which best suit our needs and priorities, selecting those who adapt to our context and the teachers who will be attending them. The candidates will be selected taking into account the selection criteria established by our school. The Headmaster, the Head of Studies and the Secretary of our school together with the Coordinator of European Projects will be in charge of the follow-up of this formative project. As far as the project’s impact is concerned, this will present three aspects. The first one inside the school, with the sharing of all the knowledge and good practice acquired not only among our students and teachers but also among the students’ families. To fulfill that aim we intend to create and manage online formation both to help non-CLIL teachers integrate the new resources in their classes and to encourage parents to form active part of the CLIL programme. As for the second aspect, this will take place at a local level by sharing the activities with other schools of the area which would be included in different blogs of public access, all with the help of the local council and the teachers' center (CEP). Finally, there will be an international aspect since our students will make use of the acquired resources to participate in international platforms such as e-twinning. Furthermore, teachers will promote international exchanges with other teachers they have met through the courses and exchange platforms they have been involved in. To conclude, the long-term benefits of this project are various. Among them, we should point out the possibility of taking part in exchanges with foreign schools in order to develop the communicative and technological competences of both teachers and students. This way we would assist to the open of our school to a European dimension, a key concept in education nowadays, widening not only our students' views and objectives, but also our teachers'. And finally we will fulfill the objectives that Europe has settled regarding the spreading and use of new technologies in every field.