By the end of this session, participants will be able to:

1. confidently navigate the Canvas platform by identifying and accessing key sections, including using the discussion forum to introduce themselves. (Reg. Week);

2. discuss how each level of the SAMR model differs regarding pedagogy, technology integration, and its impact on learning in their context. (Week 1);

3. analyze two digital tasks and identify at least two levels of integration according to the SAMR model. (Week 1);

4. discuss the use of digital tools, including AI tools, and how they differ in terms of levels of integration based on the SAMR model and pedagogy. (Week 2);

5. enhance ONE digital task to the Augmentation level considering purpose, teacher, and students’ roles.  (Week 2);

6. create ONE digital task for the Modification considering purpose, teacher, and students’ roles.   (Week 3);

7. redesign ONE digital task to the Redefinition level considering purpose, teacher, and students’ roles. (Week 4);

8. discuss how the augmentation, modification, and redefinition levels can enhance their teaching practice and learning outcomes by reflecting and providing at least two concrete examples in a peer discussion. (Week 5);

9. showcase the digital tasks they produced, their reflection on the learning process they experienced while designing their tasks, including the tools they used, and highlight the challenges and achievements they encountered. (Week 5).

Session Description:

Important note: The content and tasks in this session are cumulative; each week builds on the previous one(s). If participants register late, they cannot complete the work as each week closes by a specific deadline.

Participants are awarded a completion certificate when they complete all the required tasks satisfactorily.

Registration Week: January 4 - 10

Focus of the week: Canvas navigation and resources; Digital Avatars; Introductions 

Objectives & Tasks:

By the end of the week, participants will be able to:

Navigate the learning spaces confidently by locating key sections to effectively participate in this session;

Engage with other participants by introducing yourself and reflecting on other participants' introductions to identify shared experiences and interests by utilizing digital avatars.

Tasks:

Task #1: explore and use Canvas platform by watching an orientation video, setting your notifications on, navigating to different sections of the course, and completing your Canvas profile; 

Task #2: watch tutorials on how to create a digital avatar to introduce yourself by sharing your teaching background (e.g. who you teach), how you use technology in your practice, a professional challenge or goal, and a fun fact about yourself.

Task #3: post your digital avatar in the discussion forum. Then, find at least ONE participant with whom you have something in common. Comment on their post, explaining how you relate to their experience and ask a follow-up question to learn more about their use of technology or professional challenge/goal.

Task  #4: review the AI Policy for this session. It will indicate to what extent AI can be used to complete a task, and how its contribution should be cited.

Week 1: January 11–17

Focus of the week: Common Non-digital Tasks Used in ELT; SAMR Model Introduction and Applications; Technology Integration in Non-digital Tasks. 

By the end of the week, participants will be able to:

1. describe at least TWO common non-digital tasks or activities they apply in their teaching practice;

2. analyze teaching scenarios to identify the level of technology applied according to the SAMR model.

Tasks:

Task #1: Reflecting on TWO ELT non-digital activities, and writing a short description, including their learning objectives, and the teacher's and students' roles during the application. Follow the instructions on the ELT Commonly used Non-digital Activities page.

Task #2: Watching Ruben Puentedura's explanation of the SAMR Model with examples. Reflect on which level of integration is most applicable to your teaching context and why. Follow the instructions in the SAMR Technology Integration Discussion Forum.

Task #3: Reflecting on the scenarios presented by the Chatbot: AI SAMR QUIZ Chat bot - Use and Reflect by analyzing each situation and determining the level of technology integration used in the teaching practices described in each scenario. Interact with the Chatbot and post in the discussion forum your reflections.

Synchronous session: It will take place on Jan. 18. The purpose of the live session is to discuss the key points of week 1, answer questions, and promote live interaction around what they produced in the week and briefly give an overview of the Week 2 expectations. 

Week 2: January 18–24

Focus of the week: Digital tools and enhancement levels; Creation and evaluation of digital tasks at the Augmentation level; Peer reflection.

By the end of Week, participants will be able to:

1. analyze the benefits and strategies for enhancing a non-digital task to a SAMR level by reading at least one article on task design and one on SAMR model, and reflecting on digital integration in a discussion forum;

2. classify the key features of digital tasks at the substitution and augmentation levels by filling a comparison table;

3. design a digital task at the augmentation level by transforming a non-digital task they commonly use in their practice using an appropriate digital tool;

4. evaluate how the enhanced digital task at the augmentation level can improve learning outcomes.

Tasks:

Task #1: Exploring the digital tools provided and fill out a comparison table with the key features that can be applied at the Substitution and Augmentation levels. Share the link to your comparison table on the Digital Tool Key Features Forum.

Task #2: Selecting at least one article on task design and one article on digital integration with SAMR model. Then, write a short reflection (100-150 words) and post in the discussion forum explaining why and how you could enhance the non-digital task with technology. Remember to cite the articles you have read.

Task #3: Selecting ONE non-digital task you commonly use in your practice and an appropriate digital tool to design a digital task at the augmentation level. Follow the instructions on the Design a Digital Task at the Augmentation Level page.

Task #4: Writing an evaluation on how the digital task you have designed can improve learning outcomes. Think about the digital task you designed and the features you incorporated to enhance it at the augmentation level. Follow the instructions on the Evaluating the Digital Task at the Augmentation Level page.

Task #5: Posting the digital task you designed at the augmentation level and your written evaluation in a Padlet breakout for a small group discussion. Follow the instructions on the Share your task design and evaluation in Padlet assignment.

Task #6:Reading your peers' posts and provide feedback in the Padlet breakout for your group. Use the guided questions to give constructive feedback to at least ONE participant in your group. Follow the instructions on the Peer-Feedback & Discussion assignment.

Synchronous session: It will take place on Jan. 25. The purpose of the live session is to discuss the key points of week 2, answer questions, and promote live interaction around what they produced in the week and briefly give an overview of the Week 3 expectations.

Week 3: January 25–31

Focus of the week: Key aspects of modification level; Digital Tools for Modification Level; Digital tasks at the Modification Level.

By the end of this session, participants will be able to

1. compare and contrast the Augmentation and Modification levels, using examples from readings and their own teaching, and presenting findings in a collaborative digital format (Lucidchart);

2. analyze scenarios that implement digital tools, considering how each tool's unique features modify the task to create a more interactive and collaborative learning experience;

3. redesign a non-digital task to the Modification level selecting a digital tool by stating the task objective, giving instructions on how to implement it considering the role of the teacher and the students;

4. showcase your redesign and reflect on the redesign process by identifying challenges encountered while integrating digital tools at the Modification level and sharing insights with peers through a discussion forum.

Tasks:

Task #1: Read at least ONE article on the SAMR model. Share a reflection comparing and contrasting Augmentation and Modification levels. Provide examples based on the readings and your own practice in Lucidchart

Task #2: Analyze how a non-digital task can be redesigned to meet the Modification Level by watching a video featuring Google Docs, Padlet and LucidChart and reflecting.

Task #3: Redesign one of your non-digital tasks to reach the Modification level using one or more digital tools , and write an outline of your planned redesigned task on a Google Document, including: task objective, implementation instructions and justification. Follow the instructions of the assignment.

Task #4: Showcase your redesign and write a reflection on the challenges you might face when implementing this task in your own context. Follow the instructions on the TASK Implementation Challenges.

Synchronous session: It will take place on Feb.1 . The purpose of the live session is to discuss the key points of week 3, answer questions, and promote live interaction around what they produced in the week, and briefly give an overview of the Week 4 expectations.

Week 4: February 1–7

Focus of the week: Exploring FrameVR; deepening knowledge of redefinition tools; reflecting on FrameVR experiences.

By the end of this session, participants will be able to

1. explore FrameVR and identify its unique features and potential for creating technology-driven learning opportunities at the Redefinition level;

2. record and reflect on how FrameVR features could be applied to transform teaching practices and enhance student engagement in your context;

3. interpret the capabilities of FrameVR and other immersive digital tools to facilitate globally connected tasks, and identify one or two key features it offers that can promote language learning and teaching;

4. analyze the requirements of the Redefinition level in the SAMR model, reflecting on personal competencies to design tasks at this level;

5. (Optional) design a task at the Redefinition level using FrameVR, outlining the learning objectives, teacher and student roles, and implementation steps. Justify how this task meets Redefinition criteria in a document submitted for moderator feedback;

Tasks:

Task #1: Explore our session space in FrameVR and identify its unique features. Focus on tools, functionalities, and immersive elements that enable new learning opportunities. Document examples of how these features could transform your teaching practices and enhance student engagement in your Week 5 S2R-TEL Guide for Week 4.

Task #2: Record and reflect on FrameVR's features and evaluate how they facilitate globally connected tasks. Identify one or two features that could promote collaboration and language learning. Post your insights in the discussion forum, and suggest one concrete teaching example for each feature.

Task #3: Reflect on the teacher’s competencies necessary to design tasks at this level, focusing on your strengths and areas for growth. Share your reflections in the provided Task 3 Padlet.

Task #4: (Optional) Using FrameVR, design a task that aligns with the SAMR Redefinition level. Outline the task objectives, teacher and student roles, and implementation steps. In the discussion forum, justify how this task meets the Redefinition criteria. Reference insights from earlier tasks to support your justification.

Synchronous session: It will take place on Feb. 8 . The purpose of the live session is to discuss the key points of week 4, answer questions, and promote live interaction around what they produced in the week and briefly give an overview of the Week 5 expectations.

Week 5: February 8–15

Focus of the week: differentiation and impact on pedagogy; showcasing and reflecting on their learning experience; session evaluation.

By the end of this session, participants will be able to

1. analyze the distinctions between the augmentation, modification, and redefinition levels in the SAMR model, evaluating how each level’s technology integration impacts teaching practice and learning outcomes;

2. evaluate which SAMR model level presents the greatest challenge in your teaching context, justifying your evaluation with at least two concrete examples;

3. synthesize the digital tasks from Weeks 2, 3, and 4 into a multimedia digital book using BookCreator, incorporating reflections on the learning process, tools used, challenges, and achievements;

4. evaluate the overall session experience through reflective assessment, providing insights on personal growth and session impact.

Tasks:

Task #1: Reflect on how each SAMR level impacts teaching and learning outcomes, using examples from the digital tasks you designed to illustrate the distinctions. Use this reflection as a foundation for creating the first section of your digital book;

Task #2: Write a short reflection (100-150 words)  in Task 2 about the most challenging SAMR model level to implement in your teaching context with at least two reasons to support your claim. This reflection will contribute to the second section of your digital book;

Task #3: Using Book Creator, create a digital book in Task 3 with the following content: distinctions between SAMR levels, the most challenging level to implement in your teaching context, description of the digital tasks you created in Weeks 2, 3, and 4, highlighting the purpose, tools used, and implementation strategies and the key takeaways or suggestions for improving the S2R-TEL session;

Task #4: Share the link to your digital book in our discussion forum and comment on each other’s post. Leave at least one message of encouragement to one of the participants;

Task #5: Finalize our EVO session by filling out the EVO Final Participant Survey to evaluate the overall session experience.  

Synchronous session: It will take place on Feb. 15.  The purpose of the live session is to celebrate their achievements and share their takeaways from this session. 

• Canvas as a content and asynchronous interactive space.

• Google Meet for live sessions—Live sessions will be recorded, but we strongly encourage participation. We will promote live discussions and activities, and provide space for participants to ask questions and network.

Padlet, HeyGen, Voki , Adobe Avatar Animator, Google Document, Google Presentation, Canva, Google Sites, FrameVR, Book Creator, Lucidchart, Ideaboardz, Magic School, SchoolAI, Generative AIs (such as ChatGPT, Gemini, and Co-pilot), Screen Recording and Presentation Tools (such as Loom, Scre.io, ScreenPal, and Awesome Screenshot), Edpuzzle, Kahoot, Quizizz, and Mizou. 

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6. Oded, Y., & Oded, I. (2022). SAMR Model in Action: Effective Technology Integration in LCTL Teaching. CALICO Journal, 39(3). https://ncolctl.org/wp-content/uploads/2021/12/9771930903006_0806_Text_B_Proof-1_Part4-1.pdf 

7. Ordóñez-Procel, G. J., Freire-Medina, M. L., Ortiz-Joutteaux, M. R., & Herrera-Lopez, A. P. (2023). Virtual Reality in English Teaching: Immersion and Practice.  MQRInvestigar, 7(2), 1680-1702. https://doi.org/10.56048/MQR20225.7.2.2023.1680-1702 

8. Roe, J., Furze, L., Perkins, M., & Kitson, C. (2025). The AI Assessment Scale: A Practical Framework for TESOL Educators in the Age of ChatGPT. https://www.tesol.org/the-ai-assessment-scale-a-practical-framework-for-tesol-educators-in-the-age-of-chatgpt/

9. Sabah, S. (2018). Differences between task, exercise, and drill in L2 education: A systems-thinking perspective. Advances in Language and Literary Studies, 9(6), 9-13. https://files.eric.ed.gov/fulltext/EJ1204695.pdf 

10. Sompakdee, P., Chompurach, W., Thanamaimas, W., & Kotmungkun, S. (2021). Applying the Matrix Model in an English for Presentation Online Class during COVID-19 Pandemic: A Case Study of an Undergraduate Class in Thailand. English Language Teaching, 14(9), 12-23. https://files.eric.ed.gov/fulltext/EJ1311534.pdf

11. Sweet, M. G. (2023). Designing effective second language instruction: Digital technologies to support learning. In Integration of instructional design and technology  (Vol. 3, Chap. 3). Pressbooks. https://pressbooks.pub/idandtech3/chapter/designing-effective-second-language-instruction-digital-technologies-to-support-learning 

12. Tang, F. (2024). Understanding the role of digital immersive technology in educating the students of English language: does it promote critical thinking and self-directed learning for achieving sustainability in education with the help of teamwork? BMC psychology, 12(1), 144. https://pmc.ncbi.nlm.nih.gov/articles/PMC10938835/