espanolEn el aprendizaje de la lengua inglesa la tecnologia es considerada un factor importante; sin embargo, en el contexto de la escuela publica es de vital importancia la integracion de la experticia y el conocimiento en la clase. El objetivo de este estudio fue demostrar la incidencia de la inclusion de la plataforma Duolingo en una clase de ingles con ninos de primaria dirigida por un docente en formacion (practicante), quien se inquieto por saber por que los ninos presentaban muchas dificultades para asimilar una lengua extranjera, esto lo motivo a proponer dentro de su planeacion de clase, concertado con el docente titular, la inclusion permanente de esta plataforma durante el desarrollo de su practica docente, entonces con su ojo de investigador decidio indagar acerca del efecto del uso de Duolingo, durante las sesiones. Para el analisis de este estudio, se consideraron las teorias de Cok (2016) Loeb, (2018), Ahmed (2016), Vesselinov y Grego (2012), entre otros, donde se percibio el apoyo digital de Duolingo como un elemento facilitador de la ensenanza de la lengua inglesa, tambien fue vital la optica y la experticia del profesor, cuando se incluye la tecnologia dentro del espacio de clase. Para esta investigacion se aplicaron tres instrumentos: diario de campo del docente practicante, encuesta y cuestionario, para medir el conocimiento de la lengua en este grupo de ninos y conocer diferentes aristas de esta experiencia asi, tener argumentos para invitar a los docentes, a asumir estos retos. Finalmente, los resultados dejaron ver el incremento en el conocimiento de la gramatica inglesa y el vocabulario, luego de la implementacion de Duolingo en el aula de clase, demostrando una significativa mejoria academica, tambien se noto cambios de actitud y con ello de valores tendientes a la formacion de un ser integral, en los educandos. EnglishIn the English language learning, the technology is considered as a very important factor, even so, in the public-school context, teacher’s expertise, and knowledge to integrate are vitally important in the classroom. The aim of this study was to demonstrate the inclusion’s incidence of Duolingo platform in a third-grader's class led by a trainee teacher, who was concerned about why children presented several difficulties to assimilate a foreign language, this event motivated him to propose on his lesson plans permanently the inclusion of this platform during the development of his teaching practicum, which was convened with the home teacher, so he decided to investigate the effect of Duolingo’s use with his researcher sight, during its sessions. For the analysis of this study was considered theories from Cok (2016), Loeb, (2018), Ahmed(2016), Vesselinov & Grego (2012), among others, which were perceived Duolingo’s digital support as a facilitator element for the English language learning, it was also vital the teacher’s sight and expertise at the moment of including technology in the class space. For this research, three instruments were applied: Trainee teacher’s field notes, a survey, and a questionnaire, to measure children’s language knowledge knowing different perspectives of this experience, thus, to have arguments to invite the teachers to assume these challenges. Finally, the results let us to know the increase of the English grammar knowledge and vocabulary, after Duolingo’s implementation in the classroom, demonstrating a meaningful academic improvement also behavior changes were noticed and with that, value changes, tending to the education of an integral being, in the scholars.