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    This syllabus is meticulously crafted for the academic guidance of students enrolled in the Teaching and Learning with Technology in E.S.O.L. Classrooms course. It stands as a comprehensive and authoritative delineation of the course's fundamental aspects, articulating the pedagogical objectives and the expected learning outcomes for students who commit to fully leveraging the educational provisions and opportunities presented. This document is engineered to serve as an essential reference for faculty, academic advisors, support staff, as well as internal and external examiners. Furthermore, it is instrumental in facilitating the continuous monitoring, evaluation, and refinement of the course structure and content, ensuring the sustainment of high academic and professional standards.


    Course Title

    Teaching and Learning with Technology in E.S.O.L. Classrooms

    Subject Area

    Teaching English as a Foreign Language

    Course Code

    TEFL 00019

    Course Level






    Methods of Delivery



    Expected Length

    1.0 Week

    Class Meetings

    Dependent on the choice made during enrollment




    Computer Software: Any computer software that aids learning.


    Text 1: IETT

    Title: Integrating Educational Technology into Teaching: Transforming Learning Across Disciplines

    Author(s): Joan E. Hughes and M D. Roblyer

    Edition: 9th

    ISBN: 9780137544578


    This course presents a scholarly rigorous curriculum specifically architected for educators, curriculum designers, educational technologists, and leaders in the field of English to Speakers of Other Languages (ESOL). This course undertakes a profound inquiry into the evolution, theoretical underpinnings, and practical application of educational technology within the ambit of language learning and teaching. Participants will engage in a critical examination of the foundational definitions and the historical trajectory of digital technology in education, understanding how these aspects influence the integration of technological tools in ESOL classrooms. The curriculum extends to a detailed exploration of contemporary and emergent technological trends, assessing their role in shaping pedagogical innovations and the landscape of language education. Further, this course delves into the multifaceted impacts of leadership, policy dynamics, infrastructure considerations, safety protocols, equity, and social justice on the utilization and efficacy of educational technologies. Pedagogical theories, including directed and social constructivist frameworks, are scrutinized for their implications on technology integration strategies, ensuring a pedagogy-informed approach to technological application. Addressing the specific challenges and needs of English learners (ELs) and foreign language (FL) learners, the course equips educators with strategic insights for selecting and implementing technology-enhanced learning experiences that cater to diverse linguistic and cultural backgrounds.


    Upon completion of the course, students are expected to be able to:

    • Deconstructing Educational Technology Concepts and Evolution: Exhibit an advanced understanding of educational technology's evolving definitions and its historical developments, and articulate the implications for current and future technology integration in language learning environments.

    • Navigating Technological Trends and Pedagogical Innovations: Analyze and characterize leading-edge and nascent technologies, interpreting their significance for pioneering educational innovations within the ESOL domain.

    • Scrutinizing External Influences on Educational Technology Utilization: Critically assess the influence of leadership, policy, infrastructure, safety, equity, and social justice on the adoption and efficacy of technology in educational contexts, with a focus on language learning.

    • Integrating Learning Theories into Technology Strategies: Investigate and apply directed and social constructivist learning theories as foundational pillars for developing technology integration strategies that enhance ESOL pedagogy.

    • Differentiating Among Technology Integration Pedagogies: Distinguish and evaluate directed, social constructivist, and blended pedagogical approaches to technology integration, advocating for strategies that align with ESOL educational objectives.

    • Implementing Curriculum and Technology Standards: Utilize content and technology standards to guide the meticulous design and implementation of curriculum and technology integration strategies aimed at promoting comprehensive student learning and linguistic growth.

    • Confronting Technology Integration Challenges for Language Learners: Methodically address the unique issues and challenges that impede technology integration in language learning settings, formulating plans that are responsive to the nuanced needs of ELs and FL learners.

    • Crafting Effective Technology Integration Approaches: Strategically select and employ technology integration approaches that fulfill the instructional and learning requisites of English and foreign language learners, promoting inclusivity, engagement, and academic excellence.

    This course is designed for a discerning audience seeking to enrich their professional practice and leadership in the integration of technology within ESOL classrooms. Through a synthesis of rigorous academic inquiry, critical analysis, and practical strategy development, participants will emerge as adept educators and technologists, capable of leveraging innovative technologies to foster significant improvements in language teaching and learning outcomes.

  • Strategic Digital Integration in Language Pedagogy: Theoretical Foundations and Practical Applications Across Disciplines

    Reference(s): IETT Ch1-2 and Ch9-10


    WEIGHT: 10.0%
    SUBMISSION DEADLINE: 23:59 (GMT+0) on Sunday of the Applicable Teaching Week

    The participation of all enrolled individuals in the full spectrum of classroom interactions is not merely encouraged but deemed essential. The institution upholds a policy of compulsory attendance, underscoring its critical role in maximizing engagement opportunities and enriching the educational journey. The evaluation framework prioritizes the substance and quality of contributions made within the learning environment. It distinguishes itself by focusing on the depth and relevance of student participation rather than the sheer frequency of submissions or verbal contributions during sessions.

    In pursuit of fostering an academic community characterized by mutual support and collaboration, students are strongly encouraged to exchange personal contact information. This initiative aims to construct a robust support network, enabling peers to assist one another in the event of any absences, thereby minimizing disruptions to the learning continuum. Furthermore, students are urged to engage in open dialogue with the course instructor regarding any concerns or inquiries. Such proactive communication is instrumental in navigating academic challenges, enhancing the educational experience, and ensuring a thorough comprehension of the course material.

    This approach not only reaffirms our commitment to academic excellence and professionalism but also promotes a culture of responsibility, engagement, and continuous learning. Through adherence to these guidelines, students contribute to a dynamic and interactive learning environment, thereby enriching both their personal and collective academic experiences.


    WEIGHT: 30.0%
    SUBMISSION DEADLINE: 23:59 (GMT+0) on Sunday of the Applicable Teaching Week


    WEIGHT: 60.0%
    SUBMISSION DEADLINE: 23:59 (GMT+0) on Sunday of the Applicable Teaching Week

    All students are required to participate in all classroom activities, attend classes regularly, and prepare before classes for classroom activities that require advance preparation. Students need to fully appreciate that good attendance results in more opportunities to engage in quality participation, which, in turn, results in a more thorough acquisition of subject knowledge and higher participation grades.

    Participation in classroom discussions and other types of activities indicates that students have read the assigned readings. Grades will not be based on the number of posts submitted or comments made in the classroom but on the overall quality of contributions to discussions.

    If a student is unable to attend 3 or more classes, he/she may be asked to complete additional assignments to complete the course.

    Modes of Attendance
    • For the portions of the course that take place over Microsoft Teams: Students are required to arrive on time and engage appropriately with their fellow students, their teacher(s) and course materials. They must attend with a functional web camera and microphone, have the latest version of Microsoft Teams installed on their computers, avoid attending via a mobile phone or web browser, and have all necessary materials to hand. Also, their cameras must be always switched on, except for occasions when privacy becomes a necessity. In addition, they must be appropriately attired, attend in an environment that will not distract them, their fellow students or their teacher(s), especially avoiding attending while in a vehicle, whether moving or stationary. 

    • For the on-campus portions of the course: The mandatory on-campus session meets as per the AUS Campus Schedule. Good attendance is required to earn credits and pass the course. Students are not permitted to arrive late for class or leave class early. Students traveling from far away locations must plan accordingly, giving themselves plenty of time to arrive by the start of class.  

    Classroom Expectations

    Classes start and end on time, with late entry or reentry allowed only under exceptional circumstances. All phones and electronic devices must be turned off for the duration of a class.


    Students are expected to read assigned materials prior to class. Class discussions are based on their reading of these materials and their reflections on what they have learned and how these relate to their experiences. Assignments are intended to encourage students’ reflection on and synthesis of assigned topics and course discussions.

    Assessments are listed in the course syllabus and are due by the stipulated deadlines. No assessment will be accepted after the day following the day it is due. If an assessment submission is one day late, it will receive an automatic reduction in grade of one letter (for example from an A to a B). After that, no late work will be accepted, and the student will receive an F grade for the assessment.

    Late submission of papers must be approved in advance.


    Students are responsible for understanding the University Policies and how to use resources appropriately. Violations of academic integrity are taken very seriously. Students should revisit the materials on the Orientation session to review important information pertaining to academic citation and referencing rules.


    The university is committed to student welfare and accommodates students with disabilities and those who fall ill. Disability Services (DS) is responsible for accommodating students with disabilities. A student who wishes to be granted a special arrangement due to a disability or illness must request it through DS. Instructors cannot grant such requests without prior DS approval. DS should be contacted as soon as possible to avoid delays in the provision of such an arrangement.

    Because the university takes student privacy very seriously, any medical documentation to support a request for an arrangement to accommodate any special needs connected with a disability or illness should be provided directly to DS. If a student misses any classes due to a short-term illness, he/she should notify his/her instructor, but avoid the inclusion of a doctor's note. Academic staff will not request, accept, or review doctor's notes or other forms of medical documentation. For more information, email


    Ethical considerations restrict how course materials and lectures may be used. Students may not post, publish, sell, or otherwise publicly distribute course materials without the written permission of the course instructor. Such materials include, but are not limited to, lecture notes, lecture slides, video and audio recordings, various types of assignments, examinations, other students’ work, and answer keys. In addition, students are not permitted to use materials prepared by faculty or students for courses that have previously taken place. These materials include, but are not limited to, case write-ups, Research Papers, summaries of readings, answers to Problem Sets, and answers to Academic Discussion topics. Furthermore, making video or audio recordings of class sessions for one’s own use without written permission from the instructor is not permitted. Infringements of the above-listed rules are taken seriously and may lead to disciplinary action, including a requirement to withdraw.


    Additional information can be found on the course website.

    Please note: the syllabus may be modified prior to and during a course, including updates to assignments and additional material.


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