Running head: MODULE THREE CRITICAL THINKING

Module Three Critical Thinking:

21st Century Teaching and Learning: The New Framework
Caroline A. Triggs
Colorado State University- Global Campus
OTL545: Technology and Innovation
Dr. Brenda Bagwell
October 23rd, 2016

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21st Century Teaching and Learning: The New Framework

This assignment gives examples of ways to integrate technology in an elementary English
as a Second Language (ESL) classroom following the Technological Pedagogical Content
Knowledge (TPACK) Framework. The standards chosen are from North Carolina Public
Schools ESL Instructional Support Tools (English as a Second Language: Unpacked
Content, 2011).
While I teach third to sixth grade English Language Learners (ELLs), the majority of my
students are entry-level/beginners. Students do not have access to personal devices in class
and as such, the majority of technology integration is either implemented with a whole class
approach or as projects to be completed outside of the classroom and later presented in class.
The following table illustrates examples of how to use technology to support ELLs.
Table 1.
Technology Integration Based on TPACK Framework for Elementary ELLs
Common Core or State
Standards

How I Currently Teach It

Standard One: Grades 3-5

Developing: Listening
Level 3.4
With visual, graphic or
interactive support, as
necessary, students can
sequence pictures from oral
stories, processes, or
procedures (English as a
Second Language:
Unpacked Content, 2011).

In groups of 4-5, students

listen to a story and arrange
pictures that correspond to
the order of the story,
followed by a group
discussion.

Technological Pedagogical
Content Knowledge
(TPACK) ideas
As a class, students listen to
the Cinderella story on
learner.org (n.d.). After
listening to the story,
students work in groups of
4-5 students and use
pictures to sequence the
story. When groups have
finished sequencing, the
class will discuss the
sequence and will use
learner.orgs (n.d.)
sequencing activity to
review the sequence of the
story. I think the format of
this website will appeal to
multiple learning styles and
will be able to engage the
entire class.
https://www.learner.org/inter
actives/story/cinderella/

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Individually, students
choose a Mother Goose
nursery rhyme from the
audio files found on
eaglesweb.com (n.d.).
Students then must use a
comic strip worksheet to
illustrate the sequence of the
story they chose. Once
completed, students will
give a brief presentation of
their comic strip story
sequences. I feel allowing
students the opportunity to
choose their own story gives
them more autonomy and
will motivate them to
succeed at the learning task.
http://www.eaglesweb.com/
Mother_Goose.htm
As a class, students listen to
the story, Carlas Sandwich
from StorylineOnline.net
(n.d.). The class works
together to sequence the
story using stills from the
video. Next, students work
in groups of 4-5 to make
their own weird sandwich
using picture cards given to
each group. After that, each
group presents their weird
sandwich. As groups
present, the other groups
must listen and layer
ingredients in order to recreate the weird sandwich
they heard. I think asking
students to create their own
weird sandwich will
energize them and allow
them to creatively
collaborate with their peers.
This lesson also allows
students to practice listening
with their peers.
http://www.storylineonline.n
et/carlas-sandwich/

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Students individually listen

to an audio file of the
teacher giving directions for
how to make an ice cream
sundae. After listening to
the audio file, students must
use prezi.com (n.d.) to
create a presentation
explaining how to make an
ice cream sundae. I feel
asking students to practice
with an online presentation
format will engage them and
teach them valuable skills
for future academic and
professional tasks.
https://prezi.com/
Standard One: Grades 3-5
Developing: Speaking
Level 3.1
With visual, graphic or
interactive support, as
necessary, students can
answer simple content based
questions (English as a
Second Language:
Unpacked Content, 2011).

As a class, students discuss

questions and answers they
can use to interview their
peers. Students then
interview their peers using
the questions the class
discussed. Students then
make a class chart of the
responses discovered to
compare the interview
responses.

As a class, students discuss

questions they can ask
students in South Africa.
Students then use Skype to
interview a class of students
in South Africa. Students
then must respond to the
same questions asked by the
students in South Africa.
Allowing students to
interact with their global
peers is a great way to
engage and build global
awareness.
https://skype.com
Students view the video
The Box-Simons Cat
(2010) on YouTube.
Students then must respond
to questions about what they
saw in the video. Students
must then work in pairs to
create their own dialogue
using a box and cat prop.
The pairs will then present
their dialogue and ask the
class to answer questions
about what they heard.
Students find Simons Cat
(2010) to be very

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entertaining and it excites
them for upcoming learning
tasks.
https://www.youtube.com/w
atch?v=EKvNqe8cKU4
As a class, students discuss
questions and answers they
can use to interview their
peers. Students then use
Lino (2016) to compile
individual responses from
the class. This can be used
in future lessons to develop
further questions for more
advanced language
development and even for
future assessments.
http://en.linoit.com/

As a class, students discuss

questions and answers they
can use to interview their
peers. Students then
interview their peers using
the questions the class
discussed. They then give a
presentation to the class of
their findings. After all
students have shared peer
responses, the pairs work
together using their
questions and answers to
create a peer-assessment on
Quizlet (n.d.) for the whole
class. In addition to
speaking, Quizlet (n.d.) will
help build listening
comprehension skills.
https://quizlet.com/
Standard One: Grades 3-5
Entering: Reading
Level 1.4
With visual, graphic or
interactive support, as
necessary, students can
make sound/symbol/word

As a class, students listen to

and mimic target phonics.
Students play a series of
listening games that require
them to match a spoken
word with words written on
the board.

As a class, students use

Starfall (n.d.) to develop
phonemic awareness.
Students first learn to
identify target initial
consonants and vowel
sounds. Students then use

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relations (English as a
Second Language:
Unpacked Content, 2011).

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the interactive section of the
website by listening to a
word and choosing the
corresponding letter that
completes the word. Next,
students read an interactive
story that includes the key
words and target phonics
they have practiced. After
reading the story, students
can make a mini-book and
can share the words they
learned with their
classmates.
http://www.starfall.com/
Students can develop
phonological skills by
learning about rhyming
words and how to identify
them. As a class, students
listen to a YouTube (n.d.)
reading of a Dr. Seuss story
or any rhyming story. The
class discusses rhyming
words they heard and the
teacher writes them on the
board. Next, the teacher
reads one of the words and
students must identify the
matching rhyming word.
Once students have had time
to practice these skills, the
class will play an interactive
rhyming game from BBC
Bitesize (n.d.). Students can
continue to practice rhyming
by playing rhyming games
on the same site individually
outside of the class.
http://www.bbc.co.uk/bitesiz
e/ks1/literacy/
https://www.youtube.com/w
atch?v=CXFD0plu0Rk
Students are presented with
a story that requires them to
identify rhyming words.
Students then find the

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rhyming words in a story
and circle them using the
interactive SMART board
(n.d.). Once the rhyming
words have been identified,
students can then use the
SMART board to categorize
the rhyming words by
dragging flashcards to
various columns.
https://education.smarttech.c
om/
As a class, students review
initial consonant sounds
using interactive
SuperSimpleLearning (n.d.).
Students can then use this
website at home to practice
their phonics skills and
advance to higher level
phonics games at their own
pace. Allowing students to
practice their skills at home
gives them opportunities to
self-assess and focus on
skills they need to further
develop.
http://supersimplelearning.c
om/abcs/games/

Standard One: Grades 3-5

Entering: Writing
Level 1.3
With visual, graphic or
interactive support students
can label objects, pictures,
or diagrams from
word/phrase banks (English
as a Second Language:
Unpacked Content, 2011).

Students use a picture to

label various items using
key vocabulary.

Students can use interactive

picture labeling software
ThingLink (n.d.) to label
map of the city where they
live. This is a great tool,
because it can be used in
whole class instruction,
group instruction, or
individually. For my
students, I would ask
students to work in groups
of 4-5 to create a labeled
map of specific important
buildings in the city where
we live. We would discuss
the building names as a
class and label a worksheet,
then groups would be
responsible for labeling the

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digital map using ThingLink
(n.d.). Once students were
finished labeling the digital
maps, they would present
the final product to the
class.
https://www.thinglink.com/e
du
Another online annotation
tool that could be utilized
with my students is Szoter
(n.d.). I would allow my
students to choose from
categories of pictures to
label. At that point, the
whole class would discuss
the vocabulary involved in
labeling pictures from the
various categories. Students
would brainstorm and write
the vocabulary they will
need for their digital
labeling. Students will then
be tasked with completing
the digital component of the
assignment at home using
Szoter (n.d.) to label their
images. When the projects
are completed, students will
present their labeled Szoter
images to the class.
Allowing students to choose
their own image means that
students can individually
decide which image is the
most engaging.
http://www.szoter.com/
Using Instagram (n.d.),
students view a picture and
individually write down
vocabulary words that they
see in the picture. Students
then collaborate with their
groups and the group makes
a final list of vocabulary
words present in the image.
Next, groups discuss their
lists of words with the class.

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9
One at a time, groups take
turns coming to the board to
label parts of the picture.
This provides students time
to self-assess their
vocabulary mastery and the
collaboration component
allows for formative
assessment with peer
feedback during discussions.
This digital tool is also
helpful for teachers, because
educators can search for
images based on specific
content.
https://www.instagram.com/
Students view a comic strip
story with no words. They
must choose to label the
scenes using a sentence
bank. Groups of 4-5
students collaborate to
decide which sentences
belong to which scene and
write them on a worksheet.
Next, the class discusses the
chosen sentences and
decides on the final sentence
order. Students then create
their own comic strip using
the Comic Strip Maker
(n.d.) available with British
Council. Allowing students
to collaborate and then
create an online class comic
strip is a great way to
practice literacy skills while
integrating technology.
http://learnenglishkids.britis
hcouncil.org/en/games/comi
c-strip-maker

Note. The individual standards can be accessed using

http://www.ncpublicschools.org/docs/acre/standards/support-tools/unpacking/esl/esl.pdf

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References
BBC Bitesize Literacy (n.d.). Bitesize Literacy. Retrieved from
http://www.bbc.co.uk/bitesize/ks1/literacy/
Carlas Sandwich Storyline Online. (n.d.). Storyline Online. Retrieved from
http://www.storylineonline.net/carlas-sandwich/
Comic Strip Maker. (n.d.). Learn English Kids British Council. Retrieved from
http://learnenglishkids.britishcouncil.org/en/games/comic-strip-maker
Digital Whiteboards Interactive SMART Board (n.d.). Interactive SMART Board. Retrieved
from https://education.smarttech.com/
English as a Second Language: Unpacked Content. (2011, March 30). Retrieved from
http://www.ncpublicschools.org/docs/acre/standards/supporttools/unpacking/esl/esl.pdf
Instagram. (n.d.). Instagram. Retrieved from https://www.instagram.com/
Interactives: Elements of a Story. (n.d.). Annenberg Learner. Retrieved from
https://www.learner.org/interactives/story/cinderella.html
Lino. (2016). Sticky and photo sharing for you. Retrieved from http://en.linoit.com/
Mother Goose Nursery Rhymes. (n.d.). 88 Traditional Mother Goose Nursery Rhymes.
http://www.eaglesweb.com/Mother_Goose.htm
Presentation Software: Online Presentation Tools. (n.d.). Prezi. Retrieved from
https://prezi.com/
Skype. (n.d.). Skype. Retrieved from https://skype.com
Starfall. (n.d.). Starfall. Retrieved from http://www.starfall.com/
Super Simple Learning Phonics Games for Kids (n.d.). Super Simple Learning. Retrieved
from http://supersimplelearning.com/abcs/games/

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Szoter: Online Annotation Tool. (n.d.). Szoter. Retrieved from http://www.szoter.com/
The Box- Simons Cat. (2010). YouTube. Retrieved from https://www.youtube.com/watch?
v=EKvNqe8cKU4
ThingLink. (n.d.). ThingLink. Retrieved from https://www.thinglink.com/edu
YouTube Dr. Seuss Hop on Pop (n.d.). YouTube. Retrieved from
https://www.youtube.com/watch?v=CXFD0plu0Rk
Quizlet. (n.d.). Quizlet. Retrieved from https://quizlet.com/

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