A graduate course, ETEC543 ("Technology and Learning I"), was revised to better serve increasing new student population, international students, in an academic program. Project-based learning, Google Docs, and instructional strategies fostering diversity and critical thinking were incorporated into the course redesign. Observations, surveys, and instructor's reflective journaling were used to collect data for the project evaluation. The results indicated that the course redesign was beneficial for student learning and reduced distance between native speakers and students born in foreign countries. [For the full proceedings see ED557181.]