EDDN 635 Curriculum Development and Classroom Management in the Technology Era
This comprehensive course builds upon the foundation of curriculum development and classroom management in the context of teaching English language learners. Expanding its horizons to embrace the digital age, the course adeptly weaves innovative technology integration into the domain of Teaching English to Speakers of Other Languages (TESOL). Crafted to empower prospective TESOL/BLE educators, the course hones in on fostering competence in designing, implementing, assessing, and reflecting within diverse language learning environments, all while capitalizing on the potentials of cutting-edge technology. With a strong focus on practical application and discerning appraisal of technological tools, this course primes upcoming educators to excel amidst the ever-evolving educational landscape. Includes 10 hours of field work.
The Curriculum Design Techtool resource project for EDDN 635 provides a strong model for meaningful AI integration in teacher education because it requires candidates to produce and document evidence of their decision-making process. Rather than submitting a finished curriculum map alone, candidates must include screenshots, exact prompts, complete AI outputs, links to artifacts, and explanations of how they revised or improved the generated material. These requirements make the candidate’s thinking visible and create accountability for the quality of the final product. The proof-of-work component also supports academic integrity because instructors can see how the candidate interacted with the technology, what recommendations the AI generated, and which professional decisions the candidate made independently. In curriculum design, where standards alignment and language progression are essential, this transparency is particularly valuable because it allows both the process and the product to be evaluated.
The Curriculum Design Techtool resource project also cultivates AI literacy as a professional competency for future educators. Teachers entering today’s schools will encounter AI-supported planning, assessment, and instructional tools, making it important to develop habits of verification, revision, and critical analysis. Candidates are required to check AI-generated standards against NYSED documents, evaluate whether language functions align with content objectives, and explain modifications they make to AI-produced drafts. The expectation that students submit the original prompt, the complete output, and evidence of revision reinforces the understanding that expertise remains with the educator. AI contributes suggestions and organizational support, while the candidate applies pedagogical knowledge, curriculum expertise, and professional judgment to determine what is accurate, appropriate, and instructionally sound. Through this documented process, Touro University candidates learn to use AI responsibly, valuing transparency, accountability, and informed decision-making over simple content generation.
Ariana Loyfman is a New York City public school teacher and a graduate student pursuing a degree in Teaching English to Speakers of Other Languages (TESOL) at Touro University. As an educator, she is committed to giving students a strong educational foundation while creating a supportive, inclusive learning environment where all learners feel confident, motivated, and valued for who they are.
She is dedicated to inspiring a lifelong love of learning in her students and helping them recognize and build upon their individual strengths. Through meaningful instruction and encouragement, she supports students in developing the confidence to navigate challenges, pursue their goals, and use their unique talents and interests to achieve personal and academic success.
