Using Educational Technology in the English Language Classroom

Massive Open Online Course Syllabus

[February 10 - May 4, 2020]

Course Overview
Description
This course is designed to help English language teaching professionals around the world acquire and maintain basic knowledge
and skills in technology for professional purposes. It will help teachers integrate pedagogical knowledge and skills with
technology to enhance language learning and teaching through course readings, quizzes, and discussions. The course will not
only help participants utilize technology in lesson planning, materials development, feedback, and assessment, but also for
professional communication, collaboration, and efficiency improvement by participating in online discussions as well as
completing the quizzes.

Learning Objectives and Learner Outcomes

The main objective of this course is to acquaint participants with technology tools and how they can integrate these tools into
their own English language teaching. At the end of the course, participants should be able to:

• Define computer-assisted language learning (CALL);

• Discuss how technology affects language learning and teaching today;
• Use strategies to teach vocabulary growth through social media;
• Identify appropriate grammar activities that include opportunities for learners to discover, analyze, and produce
English grammar during language interactions;
• Select and adapt appropriate reading texts for specific learner groups and language learning goals;
• Demonstrate how to teach writing through CALL by selecting appropriate model texts, showcasing technology
supported help options, considering the audience for writing activities, and developing writing strategies;
• Select and adapt existing listening resources on the Internet to address language learning goals and learner needs;
• Select CALL materials that teach speaking skills and focus on the sounds and accents that are relevant for their
learners;
• Develop lesson plans and teaching units with one or more of the technologies learned throughout the course.
Course Expectations and Grading
Participants will be expected to
This self-paced course is composed of 5 modules and delivered over a 12-week period, from February 10 to May 4, 2020. There
are no specific deadlines for the assignments. Participants are required to self-pace their work.

Grading
Participants work through the MOOC in a linear fashion: in order to advance to the next activity, a participant needs to have
completed previous ones. Participants’ grade in the MOOC is based on their participation in all required activities. This includes
frequent follow-on quizzes throughout the course. Participants may retake quizzes to try to earn a higher score. A score of 70%
or higher on each quiz is required in order to advance to the next activity. All discussion assignments are optional.

Assessment and Certification

Participants who complete all activities and earn 70% or higher on the graded quizzes, within the timeframe of the course, will
receive a badge.

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Netiquette
A MOOC is a very special encounter. Its participants are from diverse cultures from all over the world, and their interaction
happens entirely online, without the direct supervision of an instructor. The quality of our online interactions will be much
higher if everyone follows certain basic rules of etiquette – or in our case (online), netiquette.
1. Try to be clear and direct
Make sure that your content title reflects the content of your post and that your post is succinct and direct.

2. Make it easier for colleagues to read your comments

- Put a blank space at the beginning of a message and between paragraphs.
- Be brief and specific. This is especially important in Massive Open Online Courses which have thousands of
participants.

3. Be constructive
Respond to colleagues’ postings or comments in an encouraging and supportive tone. Think before you write or
respond. Any criticism should be constructive—if in doubt, think about how you would feel reading a posting.

4. Be open to differences in opinion

Be open to other people’s opinions and try not to get emotional if someone disagrees with you. Make your learning
experience a constructive and positive one by avoiding ‘flaming’. For example, capitals can be interpreted as shouting.
Think before you push the ‘send’ button. Words are powerful and can hurt; avoid anything which could be
misinterpreted in any way.

5. Accept others
Accept your peers’ differences, e.g., cultural and language differences. You are part of a community which means
caring about your own progress and that of your colleagues’.

6. Cite other people’s work

If you use a quote or reference in your post; make sure that you cite it or provide a link to it.

7. No spamming

Please don’t send advertisements to your peers or use your peers’ emails in any way other than how they intend it to
be used.

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Course Schedule
Module Topic Learning Objectives Resources Activity and Assignments Time Needed
(For all videos, transcripts are
provided)
1 Introduction • Meet the course instructors • “Welcome from Iowa State • Welcome from Iowa State University 10 minutes
and teaching assistants University!” videos
• Understand the goals and tasks • Module Overview • Read Module 1 Overview 5 minutes
for Module 1
• Get information on • Background Diagnostic (optional) • Complete pre-course survey(optional) 20 minutes
participants’ previous
knowledge and experience in
course topics • “Let’s Introduce Ourselves” • Introduce yourself to others online (optional) 10 minutes
• Establish a positive learning discussion forum (optional) • Read other people’s introductions (optional) 20 minutes
community • “Introduction to Technology for • Watch “Introduction to Technology for English Language 90 minutes
• Explore the connection English Language Learning” Learning” lecture videos and complete follow-on quiz
between technology and lecture videos and follow-on quiz
English language learning • “Experts Using Technology in the • Watch “Experts Using Technology in the English Language 50 minutes
• Explore possible ways in which English Language Classroom” Classroom” videos and complete follow-on quiz
technology can be used in the videos and follow-on quiz
classroom • “Experience with Technology in • Share your experience using technology for language learning 30 minutes
• Learn from other people’s Language Teaching” discussion (optional)
experience with using forum (optional)
technology for language • 20 minutes
teaching • Self-assessment quiz • Complete the self-assessment quiz
• Evaluate your participation in 30 minutes
Module 1 • Module 1 summary • Read Module 1 summary
• Consolidate learning from
Module 1
2 Technology • Understand the overarching • Module Overview • Read Module 2 Overview 5 minutes
for Teaching goal and tasks for Module 2
Reading and • Understand the goals for the • Reading and Technology section • Read the Reading and Technology section goals 5 minutes
Writing Reading and Technology goals
section of the unit
• Consider the importance of • "Introduction to Reading and • Watch “Introduction to Reading and Technology” lecture 60 minutes
selecting authentic reading Technology“ lecture videos and videos and complete follow-on quiz
texts and ways in which to follow-on quiz
engage students in the reading
topic • "Text Readability Tools“ tutorial • Watch “Text Readability Tools” tutorial video and complete 15 minutes
video and follow-on quiz follow-on quiz

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 • Explore the function of text
readability tools for selecting • "Reflecting on How to Find • Share your experience selecting reading texts for your teaching 30 minutes
appropriate reading texts Reading Texts“ discussion forum
• Reflect on selecting reading (optional)
texts practices • "Connecting Reading and Writing • Watch "Connecting Reading and Writing Using Fanfiction” 30 minutes
• Explore possible ways in which Using Fanfiction“ lecture videos lecture videos and complete follow-on quiz
Fanfiction can be used to and follow-on quiz
connect reading and writing • Writing and Technology section • Read the Writing and Technology section goals 5 minutes
• Understand the goals for the goals
Writing and Technology section
of the unit • "What is the Technology-Writing • Watch “What is the Technology-Writing Connection” lecture 40 minutes
• Explore the technology and Connection?“ lecture videos and videos and complete follow-on quiz
writing connection follow-on quiz
• "How Can Technology • Watch " How Can Technology Help?“ lecture videos and 30 minutes
• Explore how technology can Help?“ lecture videos and follow- complete follow-on quiz
help both language teachers on quiz
and learners with writing • "Learn More About Useful Word • Watch “Learn More About Useful Word Processing Features” 20 minutes
Processing Features“ tutorial tutorial video and complete self-assessment quiz
• Explore the capabilities of word video and self-assessment quiz
processing applications that
are great tools for teachers • "Share How You Use Technology • Share your experience using technology for teaching writing 30 minutes
• Determine which technological for Teaching Writing“ discussion
resources for writing are forum (optional)
suitable for your particular
context and possible issues
• Complete the self-assessment quiz 20 minutes
that may arise • Self-assessment quiz
• Evaluate your participation in
• Read Module 2 summary 20 minutes
Module 2 • Module 2 summary
• Consolidate learning from
Module 2

3 Technology • Understand the overarching • Module Overview • Read Module 3 Overview 5 minutes
for Teaching goal and tasks for Module 3
Listening • Understand the goals for the • Listening and Technology section • Read the Listening and Technology section goals 5 minutes
and Listening and Technology goals
Speaking section of the module
• Explore the connection • "Introduction to Listening and • Watch “Introduction to Listening and Technology” lecture 40 minutes
between technology and Technology“ lecture videos and videos and complete follow-on quiz
listening follow-on quiz
• Speaking and Technology section • Read the Speaking and Technology section goals 5 minutes
• Understand the goals for the goals
Speaking and Technology
section of the module

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 • Explore the connection • "Introduction to Speaking and • Watch “Introduction to Speaking and Technology” lecture 40 minutes
between technology and Technology“ lecture videos and videos and complete follow-on quiz
speaking follow-on quiz
• List of technology tools for • Explore the technology tools from the list that are accessible in 40 minutes
• Explore which technological pronunciation, audio/video your country and complete self-assessment quiz
resources for teaching listening conferencing, messaging, and
are suitable for your particular presentation and self-assessment
context quiz
• Learn from other people’s • "Teaching Speaking in Large • Share your experience teaching speaking and some possible 30 minutes
ideas on how to teach speaking in large classes (optional)
ideas on how to teach speaking Classes“ discussion forum
in large classes using (optional)
technology
• Complete the self-assessment quiz
• Evaluate your participation in • Self-assessment quiz 20 minutes
Module 3
• Read Module 3 summary 20 minutes
• Consolidate learning from • Module 3 summary
Module 3

4 Technology • Understand the overarching • Module Overview • Read Module 4 Overview 5 minutes
for Teaching goal and tasks for Module 4
Vocabulary • Understand the goals for the • Vocabulary and Technology • Read the Vocabulary and Technology section goals 5 minutes
and Vocabulary and Technology section goals
Grammar section of the module
• Explore the connection • "Introduction to Vocabulary and • Watch “Introduction to Listening and Technology” lecture 40 minutes
between technology and Technology“ lecture videos and videos and complete follow-on quiz
vocabulary follow-on quiz
• List of technology tools for • Explore the technology tools and suggestions from the list that 55 minutes
• Explore which technological vocabulary learning and are accessible in your country and complete self-assessment
resources for teaching suggestions on how to use quiz
vocabulary are suitable for technology for spell-checking and
your particular context self-assessment quiz
• Learn from other people’s • "Using Technology to Teach • Share your experience teaching vocabulary and the technology 30 minutes
experience teaching Vocabulary“ discussion forum tools that you used (optional)
vocabulary and the technology (optional)
tools that they use
• Understand the goals for the • Read the Grammar and Technology section goals 5 minutes
Grammar and Technology • Grammar and Technology section
section of the module goals
• Explore ways in which • Watch “Teaching Grammar Using Technology” lecture videos 60 minutes
technology can be used to • "Teaching Grammar Using and complete follow-on quiz
teach grammar Technology“ lecture videos and
• Explore which technological follow-on quiz • Explore the technology tools from the list that are accessible in 40 minutes
resources for teaching • List of technology tools for your country
grammar learning

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 grammar are suitable for your
particular context
• Explore the functions in the • "Using the Corpus of • Watch the “Using the Corpus of Contemporary American 30 minutes
Corpus of Contemporary Contemporary American English” tutorial videos and complete self-assessment quiz
American English that can be English“ tutorial videos and self-
used for grammar teaching assessment quiz
• Evaluate your participation in
Module 4
• Consolidate learning from • Self-assessment quiz • Complete the self-assessment quiz 20 minutes
Module 4
• Module 4 summary • Read Module 4 summary 20 minutes

5 Technology • Understand the goals and tasks • Module overview • Read Module 5 overview 5 minutes
Integration for Module 5
• Understand the process for • “Integrating Technology into the • Watch “Integrating Technology into the Curriculum” lecture 60 minutes
teachers to create new Curriculum” lecture videos and videos and complete follow-on quiz
materials and activities follow-on quiz
through technology integration
• Understand a ten-step process • “A Ten-Step Process for • Read “A Ten-Step Process for Developing Teaching Units (Butler 50 minutes
for developing teaching units Developing Teaching Units (Butler et al., 2015) article
et al., 2015)” reading
• Learn from a sample lesson • Sample lesson plan • Read the sample lesson plan 50 minutes
plan on how to integrate
technology into your English
language teaching
• Explore which technological • List of technology tools to • Explore the technology tools from the list that are accessible in 30 minutes
resources in the technology address specific student needs your country
integration lecture are suitable
for your students’ needs
• Explore topics covered in the • List of supplemental readings • Read articles from the list of topics that you are interested in 40 minutes
course more deeply through learning more about
supplemental readings
• Consolidate learning • “Next Steps and Farewells” • Send goodbyes to your fellow participants and discuss next 50 minutes
• Formulate the next steps you discussion forum (optional) steps (optional)
want to take towards
implementing these ideas into
your teaching practice

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