For the students in today's secondary education, digital technology is part of their everyday life, which is why their generation has been named by researchers digital natives, Net-generation, Millennials, etc. These students access online information, generally based on visuals, play, communicate and collaborate in various virtual communities, they are involved in and expect immediate feedback/rewards. All these features could be valued in school as well. Thus, in the school environment, the infusion of technology should be sustained with adequate training of teachers/future teachers, especially for its effective integration into the teaching activity. In this respect, in the last years, various pedagogical models have been developed in the world, the two most well-known being the Technological Pedagogical and Content Knowledge Model (TPACK) and the Substitution-Augmentation-Modification-Redefinition Model (SAMR) to highlight and explain how technology supports and/or transforms teaching-learning evaluation activities in the increasingly complex ecosystem of the class. In this paper, we present some of the trends in the integration of ICT in language learning, exemplifying learning activities based on ICT collaborative applications, proposed, realized and evaluated by the Faculty of Letters students, the field of Philology from UVT, within the offered teacher training program by the above-mentioned institution. Activities are analysed within TPACK and SAMR, identifying types of applications that are useful in language classes and concrete ways of integrating online and/or collaborative applications, especially using mobile technology.