Below is a simplified analytical schedule and programmatic content

The course may change according to class development or constraints.

Analytical Schedule (Cronograma Analítico)

Class 1 – Digital technologies and reflective teacher education

  • Focus: Reflective practice; teacher development in technology-rich contexts; agency and professional judgement.
  • Core tasks: Discussion of core article (ECCR model), video on “reflective teacher”, mapping students’ own experiences of technology in schools.[ppl-ai-file-upload.s3.amazonaws]

Class 2 – Frameworks (TPACK, SAMR, GenAI) for critical technology integration

  • Focus: Using TPACK and SAMR as lenses to analyse AI integration; moving beyond tool-driven decisions.
  • Core tasks: Reading Kohnke (TPACK/SAMR + AI), watching framework video, case analysis of lesson scenarios.[onlinelibrary.wiley][ppl-ai-file-upload.s3.amazonaws]

Class 3 – HyFlex classrooms and adaptive learning in ELT

  • Focus: Hybrid/flexible models (HyFlex), adaptive platforms, and issues of equity and presence.
  • Core tasks: Reading on mobile/gamified learning, video on HyFlex, group debate on feasibility in Rio’s public schools.[ppl-ai-file-upload.s3.amazonaws]

Class 4 – UNESCO, AI and human‑centred teacher competences

  • Focus: UNESCO AI Competency Framework for Teachers and Students; AI as public-good, ethical and complementary.
  • Core tasks: Reading framework documents; video on human‑centred AI in education; mapping implications for EF/EM English teaching.[unesco][ppl-ai-file-upload.s3.amazonaws]

Class 5 – Cyberculture 2.0 and algorithmic digital divides

  • Focus: Algorithms, bias, language varieties, new forms of digital inequality.
  • Core tasks: Reading on virtual exchange; video on algorithmic bias; critical discussion of LLMs/translators in ELT.[dialnet.unirioja][ppl-ai-file-upload.s3.amazonaws]

Class 6 – Prompt engineering, digital literacies and professional identity

  • Focus: Teacher as “language worker” in the age of prompts and generative AI; professional habitus.
  • Core tasks: Reading Oliveira on teacher profession; selecting and analysing a talk on reflective practice; designing prompts for pedagogical purposes.[ppl-ai-file-upload.s3.amazonaws]

Class 7 – Social media, microlearning and digital wellbeing

  • Focus: TikTok/Reels, microlearning for languages, cognitive load and mental health.
  • Core tasks: Reading TCC on microlearning; video “From Textbooks to TikTok”; designing a microlearning activity plus wellbeing safeguards.[ppl-ai-file-upload.s3.amazonaws]

Class 8 – Critical AI literacy and reading/writing skills

  • Focus: Critical engagement with AI-generated texts; academic literacy in English.
  • Core tasks: Reading on virtual exchange; video on critical AI literacy; classroom simulation using chatbots for essay writing and critique.[eric.ed][ppl-ai-file-upload.s3.amazonaws]

Class 9 – Assistive technologies, inclusion and language education

  • Focus: Inclusive language teaching, assistive technologies, Universal Design for Learning.
  • Core tasks: Reading Domagala‑Zysk (inclusive language education + digital tech); video on inclusive/assistive technologies; analysis of inclusive lesson plans.[gov][ppl-ai-file-upload.s3.amazonaws]

Class 10 – Instructional design and course architecture in ELT

  • Focus: Instructional/learning design for language courses; units, tasks, platforms.
  • Core tasks: Reading syllabus/text on instructional design for language education; video on instructional design for teachers; drafting a mini course outline.[unive][ppl-ai-file-upload.s3.amazonaws]

Class 11 – Multimodality, multimodal generative AI

Class 12 – MEC 2026 and critical in‑service teacher education

  • Focus: National AI/education policies, MEC 2026 debates, and models of critical in‑service training.
  • Core tasks: Reading on theoretical‑reflective teacher education; video on Brazil’s AI-in-education framework; designing elements of a school-based CPD programme.[gov][ppl-ai-file-upload.s3.amazonaws]