126230 VK MEd 01A/B: VK Specific Issues in Language Learning and Teaching (2025W)
Technology in Teaching EFL
Continuous assessment of course work
Labels
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Mo 08.09.2025 00:00 to Mo 22.09.2025 12:00
- Deregistration possible until Fr 31.10.2025 23:59
Details
max. 25 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
The permanent Zoom link for each online class can be found in Moodle.
- Saturday 04.10. 11:30 - 13:00 Digital
- Saturday 11.10. 11:30 - 14:45 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
- Saturday 08.11. 11:30 - 14:45 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
- Saturday 22.11. 11:30 - 14:45 Digital
- Saturday 29.11. 11:30 - 14:45 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
- N Saturday 06.12. 11:30 - 14:45 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
- Saturday 13.12. 11:30 - 13:00 Digital
Information
Aims, contents and method of the course
The aim of this elective seminar is to first familiarise prospective teachers of English as a foreign language (EFL) with some modern, technology-inclusive activities by providing an insight into the uses of technology (EdTech and AI) in the EFL classroom. Students are continuously expected to professionally reflect on their experiences, then plan and co-microteach a technology-inclusive task. Later, students put together their individual mini-portfolio featuring their activity plan, self-reflections, peer-reflections, and their professional statement. Whilst this course is on the possible inclusion of technology in the EFL classroom, students are expected to showcase their technological skills that are of vital importance for surviving in a modern, technology-based environment. Therefore, students are expected to professionally co-plan, co-teach, and individually reflect on using technology in teaching EFL and skilfully document their experiences in a shared online collaborative environment (i.e., Moodle).
Assessment and permitted materials
The final grade will be based on the following (100 points):
- 10% (up to 10 points) active participation in the class discussions, evidence of notes and original ideas based on the readings, willingness to participate in the discussions
- 50% (up to 50 points) microteaching activity
- 40% (up to 40 points) individual mini e-portfolio
Minimum 60% of the points have to be collected in case of each criterion.
- 10% (up to 10 points) active participation in the class discussions, evidence of notes and original ideas based on the readings, willingness to participate in the discussions
- 50% (up to 50 points) microteaching activity
- 40% (up to 40 points) individual mini e-portfolio
Minimum 60% of the points have to be collected in case of each criterion.
Minimum requirements and assessment criteria
0-59 = Nicht genügend
60-69= Genügend
70-79= Befriedigend
80-89= Gut
90-100 = Sehr gut
Minimum 60% of the points have to be collected in case of each criterion.Students may be absent from two 90-minute classes, i.e., 180 minutes of the total net class time (including online and on-site classes) without any consequences.
60-69= Genügend
70-79= Befriedigend
80-89= Gut
90-100 = Sehr gut
Minimum 60% of the points have to be collected in case of each criterion.Students may be absent from two 90-minute classes, i.e., 180 minutes of the total net class time (including online and on-site classes) without any consequences.
Examination topics
There is no oral or written exam. For assessment see above.
Reading list
Reading materials:
- Fekete, I. (in press). Towards a pedagogically grounded AI use in the EFL classroom.
- Fekete, I. (2025). Tools for AI literacy development and ways to enhance instructors’ methodological repertoire. In I. Fekete, Artificial intelligence literacy in higher education: Theory and practice from a European perspective (pp. 123-138). Multilingual Matters. http://doi.org/10.21832/FEKETE1128
- Mishra, P., Oster, N., & Henriksen, D. (2024). Generative AI, teacher knowledge and educational research: Bridging short- and long-term perspectives. TechTrends, 68(2), 205–210. https://doi.org/10.1007/s11528-024-00938-1
- Tondeur, J., Roblin, N. P., van Braak, J., Voogt, J., & Prestridge, S. (2016). Preparing beginning teachers for technology integration in education: Ready for take-off? Technology, Pedagogy and Education, 26(2), 1–21. https://doi.org/10.1080/1475939X.2016.1193556Familiarity is expected with the following websites/tools (to be discussed in the classes):
Cambridge Online Dictionary / Canva / Duolingo / Genially / Kahoot / Mentimeter / Padlet / Piktochart / Quizlet / Slidesgo / TedEd / The Digital Competence Wheel (https://digital-competence.eu/) and AI tools such as ChatGPT / Quillbot / Twee / jenniAI etc.Recommended (reading) marterials:
- https://education.ec.europa.eu/focus-topics/digital-education/action-plan
- Dringó-Horváth, I., Dombi, J., Hülber, L., Menyei, Zs., M. Pintér, T., & Papp-Danka, A. (2021). Educational technology in higher education: Methodological considerations. Károli Gáspár University. Retrieved on 20 July 2023 from https://www.researchgate.net/publication/356718662_Educational_Technology_in_Higher_Education_-_Methodological_Considerations
- Fekete, I. (2025). Artificial Intelligence Literacy in Higher Education: Theory and Practice from a European Perspective. Multilingual Matters. http://doi.org/10.21832/FEKETE1128
- Graham, C. B., Borup, J., & Smith, N. B. (2012). Using TPACK as a framework to understand teacher candidates’ technology integration decisions. Journal of Computer Assisted Language Learning, 28(6), 530–546. https://doi.org/10.1111/j.1365-2729.2011.00472.x
- Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
- Vuorikari, R., Kluzer, S. and Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens: With new examples of knowledge, skills and attitudes. Publication Office of the European Union. https://doi.org/10.2760/115376
- Fekete, I. (in press). Towards a pedagogically grounded AI use in the EFL classroom.
- Fekete, I. (2025). Tools for AI literacy development and ways to enhance instructors’ methodological repertoire. In I. Fekete, Artificial intelligence literacy in higher education: Theory and practice from a European perspective (pp. 123-138). Multilingual Matters. http://doi.org/10.21832/FEKETE1128
- Mishra, P., Oster, N., & Henriksen, D. (2024). Generative AI, teacher knowledge and educational research: Bridging short- and long-term perspectives. TechTrends, 68(2), 205–210. https://doi.org/10.1007/s11528-024-00938-1
- Tondeur, J., Roblin, N. P., van Braak, J., Voogt, J., & Prestridge, S. (2016). Preparing beginning teachers for technology integration in education: Ready for take-off? Technology, Pedagogy and Education, 26(2), 1–21. https://doi.org/10.1080/1475939X.2016.1193556Familiarity is expected with the following websites/tools (to be discussed in the classes):
Cambridge Online Dictionary / Canva / Duolingo / Genially / Kahoot / Mentimeter / Padlet / Piktochart / Quizlet / Slidesgo / TedEd / The Digital Competence Wheel (https://digital-competence.eu/) and AI tools such as ChatGPT / Quillbot / Twee / jenniAI etc.Recommended (reading) marterials:
- https://education.ec.europa.eu/focus-topics/digital-education/action-plan
- Dringó-Horváth, I., Dombi, J., Hülber, L., Menyei, Zs., M. Pintér, T., & Papp-Danka, A. (2021). Educational technology in higher education: Methodological considerations. Károli Gáspár University. Retrieved on 20 July 2023 from https://www.researchgate.net/publication/356718662_Educational_Technology_in_Higher_Education_-_Methodological_Considerations
- Fekete, I. (2025). Artificial Intelligence Literacy in Higher Education: Theory and Practice from a European Perspective. Multilingual Matters. http://doi.org/10.21832/FEKETE1128
- Graham, C. B., Borup, J., & Smith, N. B. (2012). Using TPACK as a framework to understand teacher candidates’ technology integration decisions. Journal of Computer Assisted Language Learning, 28(6), 530–546. https://doi.org/10.1111/j.1365-2729.2011.00472.x
- Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
- Vuorikari, R., Kluzer, S. and Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens: With new examples of knowledge, skills and attitudes. Publication Office of the European Union. https://doi.org/10.2760/115376
Association in the course directory
Studium: MA UF EN 046/507
Code/Modul: MA UF 01A + B
Lehrinhalt: 12-4811
Code/Modul: MA UF 01A + B
Lehrinhalt: 12-4811
Last modified: Mo 22.09.2025 11:26