Running Head: Natural Effective English 1

Running head: NATURAL EFFECTIVE ENGLISH 1
Natural and Effective English for Spanish Speakers
Learn4Life and King’s Cross Church
Technology Implementation Plan for 2019
Liberty University
NATURAL AND EFFECTIVE ENGLISH FOR SPANISH SPEAKERS 2
Table of Contents
TIP 1: Action Plan: Vision, Mission, Goals ................................................................................... 6
Vision .......................................................................................................................................... 6
Mission ........................................................................................................................................ 6
Goals and Strategies .................................................................................................................... 6
TIP 2: Needs Assessment.............................................................................................................. 10
SWOT Assessment.................................................................................................................... 10
Strengths .................................................................................................................................... 10
Weaknesses ............................................................................................................................... 11
Opportunities ............................................................................................................................. 11
Threats ....................................................................................................................................... 12
Needs Analysis .......................................................................................................................... 12
Learner in context: Demographics..................................................................................................... 13
TIP 3: The Planning Process ......................................................................................................... 14
Goals and Objectives with Strategies and Measures ................................................................. 14
Needs Addressed ....................................................................................................................... 17
Environment .............................................................................................................................. 18
Engagement ............................................................................................................................... 18
Application Tools ...................................................................................................................... 20
Results ....................................................................................................................................... 20
TIP 4: Implementation .................................................................................................................. 21
Budget ....................................................................................................................................... 21
Professional Development (PD) Plan ........................................................................................ 22
Timetable for Goals, Objectives, Strategies, and Measures. ............................................................ 22
Session 1 – ISTE Standards (Mandatory) ........................................................................................... 23
Session 2 – Google Docs and tools collection .................................................................................... 24
Session 3 – Pinterest .......................................................................................................................... 25
Session 4 – Weebly free on-line website creator .............................................................................. 26
Session 5 – Spoken English Learned Quickly ..................................................................................... 27
Lesson Plan 1: Pinterest Board.................................................................................................. 29
Lesson Plan 2: Alphabet and Phonology (Abecedario y Fonología) ........................................ 31
TIP 5: Executive Summary ........................................................................................................... 32

Introduction ............................................................................................................................... 32
Learner Profile........................................................................................................................... 33
Scope of Plan / Budget Impact .................................................................................................. 33
Existing Challenges / Expense .................................................................................................. 34
Estimated and Potential Learner Representation ...................................................................... 34
Goals and Resources Connected ............................................................................................... 34
Justification of Technology Implementation............................................................................. 34
Crosswalk of Goals ................................................................................................................... 35
References ..................................................................................................................................... 37
Appendix A ................................................................................................................................... 41
International Society for Technology in Education (ISTE) Standards for Students ................. 41
Standard 1: Empowered Learner ....................................................................................................... 41
Standard 2: Digital Citizen .................................................................................................................. 42
Standard 3: Knowledge Constructor .................................................................................................. 42
Standard 4: Innovative Designer........................................................................................................ 43
Standard 5: Computational Thinker .................................................................................................. 43
Standard 6: Creative Communicator ................................................................................................. 44
Standard 7: Global Collaborator ........................................................................................................ 44
Appendix B ................................................................................................................................... 46
Universal Design for Learning (UDL) ...................................................................................... 46
UDL Guidelines and Checkpoints............................................................................................. 46
Representation | Perception, language & symbols, comprehension .............................................. 46
Action & Expression | Physical action, expression & communication, executive functions ........... 47
Engagement | Recruiting interest, sustaining effort & persistence, self regulation ....................... 48
Appendix C ................................................................................................................................... 49
Technological Pedagogical Content Knowledge (TPCK) ............................................................ 49
Content Knowledge (CK).......................................................................................................... 49
Pedagogical Knowledge (PK) ................................................................................................... 50
Technology Knowledge (TK) ................................................................................................... 50
Pedagogical Content Knowledge (PCK) ................................................................................... 50
Technological Content Knowledge (TCK) ............................................................................... 51

Technological Pedagogical Knowledge (TPK) ......................................................................... 51
Technological Pedagogical Content Knowledge (TPACK)...................................................... 51
Technology Implementation Plan
The King’s Cross Church (KCC) of Seguin, Texas has community service and servant
leadership as a core identity for the congregation. The pastor and congregation take seriously the
advice given by the Apostle Paul when explaining effective teaching and evangelism, “I have
become all things to all people so that by all possible means I might save [teach] some.”
(1 Corinthians 9:22, NIV) and consider teaching to all people, regardless of the learning
challenge, to be of paramount importance. To reach beyond the sanctuary walls and into the
community, Learn4Life, a ministry of KCC, provides classes in English as a Second Language
(ESL) that are offered free of charge to the community in fulfillment of this goal of service.
In the United States, classes in English, as well as in Spanish, are especially important to
the Body of Christ. Not only is teaching English of secular benefit to the student, the shared
language between the Christian instructor and learner opens the door of communication for
sharing the Gospel. One of the last things that the Lord said to His disciples, after His
resurrection and before He ascended into Heaven, was that we should be witnesses both at home
and afar (Acts 1:8, ESV) and that we should take the Gospel to all people (Mark 16:15, ESV).
Scripture also teaches us that faith in God comes by hearing the word of God(Romans 10:17,
ESV), but if that message is not understandable, then it fails to do the task. Therefore, shared
communication, a shared language, is essential in order to fulfill the commands of Christ.
This Technology Implementation Plan (TIP) addresses diversity awareness, specifically
with respect to cultural and socio-economic diversities and to provide a foundation able to extend
support for other diversities such as may be represented. The TIP is divided into five parts and
together serve as an overall strategy to improve instructional practices.

TIP 1: Action Plan: Vision, Mission, Goals
Vision
To prepare native Spanish speaking students with natural English usage such that they are
confident, contributing members of a global society.
Mission
Learn4Life, the educational arm of King's Cross Church of Seguin, Texas, will employ
an all-encompassing approach in teaching, engaging and equipping the English as a Second
Language (ESL) students to achieve a natural and lifelong use and acquisition of English through
relevant content and implemented effective technologies. Instructional strategies and integrated
technologies will facilitate innovative learning experiences that will instill and refine the
learners’ 21st century skills and maximize the learners’ potential to succeed through collaborative
partnerships within the context of school, home, community and global society.
Goals and Strategies
To fulfill our vision and achieve our mission, Learn4Life and KCC will:
 Goal 1: Provide a learning environment for the use of the English language that is
dependable, accessible and engaging to all learners.
o Strategy 1: Learners will receive instruction in utilizing accessibility tools and
technologies in the current operating systems (See Appendix B, Guideline 1, 4).
o Strategy 2: Learners will have access to learning materials and resources through
physical printed books, eBooks for digital devices, websites and online learning
programs and audio-visual resources accessible by computer, cell phone, tablets
and players (See Appendix B, Guideline 1, 4, 5).

o Strategy 3: Learners will have access to computers through the local library, the
Learn4Life computer lab and tools (See Appendix B, Guideline 1, 7, 8), and free
tools online and available as apps for mobile devices and tablets (See Appendix
B, Guideline 1, 4, 5).
 Goal 2: Help learners to develop critical thinking and problem-solving skills in the use of
English vocabulary and grammar
o Strategy: Learners will create Pinterest (Pinterest, 2018) (See Appendix A,
Standards: 1c, 1d, 2a, 2c, 3a3c, 6a, 6b, 6d; See Appendix B, Guideline 1, 2, 3, 5,
6, 7), using linguistic resources such as Google Translate (Google, 2018c) and
WordReference.com (See Appendix A, Standards: 2a, 3a, 3d, 5c, 6d; See
Appendix B, Guideline 2, 3, 5), for English vocabulary, etymological/original
language stem, suffix and prefix families, verb conjugation tenses and English
idioms used within the learners' areas of interest and profession, in essence,
generating a personalized online dictionary and reference.
 Goal 3: Prepare learners to be responsible citizens or residents, technologically literate,
and globally interactive
o Strategy 1: Learners will use the Goodwill Community Foundation’s (GCF’s)
online learning site (Goodwill, 2018) to develop competence and confidence
using the basic computer skills necessary for the creation of an automated website
(see Strategy 2, below) and to create the instructions for teaching a lesson of their
own creation to other English language learners.
o Strategy 2: Learners will use Weebly.com (See Appendix A, Standards: 1c, 1d,
2a,; See Appendix B, Guideline 1, 5, 7, 8) and the Google Docs (Google, 2018a;
Google, 2018b) collection of tools (See Appendix A, Standards: 1c, 1d, 2b, 2c,
3b, 3c, 3d, 4a, 4b, 5c, 6a, 6b, 6c, 6d, 7a, 7b; See Appendix B, Guideline 1, 2, ) to
create an interactive website to teach a personal or researched skill to other ESL
learners, both locally and online.
 Goal 4: Provide a variety of methods and tools for application of the English language
and the refining of language accent perception and production.
o Strategy: Learners will confidently use the Spoken English Learned Quickly
system (See Appendix A, Standards: 1c, 2c, 5c; See Appendix B, Guideline 1, 2,
5, 6, 8), Hellolingo (Vanderydt, Stanley & Heckler, 2018), an interlingual chat
site (See Appendix A, Standards: 1c, 2a, 2b, 2c, 2d, 3a, 3d, 7a, 7b; See Appendix
B, Guideline 1, 2, 5, 6, 8), and GCF online (See Appendix A, Standards: 1c, 2c,
5c; See Appendix B, Guideline 1, 2, 5, 6, 8) to practice and perfect natural
English pronunciation and communication.
 Goal 5: Equip learners to be confident leaders and problem solvers
o Strategy: Learners will collaborate with colleagues and facilitate a relationship
with community members as they prepare and promote an Open House showcase
and production for the end of year promotion event which will include a
PowerPoint-type presentation of learning highlights throughout the course,
collaborative video of clips recorded through the year and a collaborative Weebly
website (Weebly, 2018) for that cohort of learners (See Appendix A, Standards:
1a, 1b, 1c, 1d, 2a, 2b, 2c, 3a, 3b, 3c, 3d, 4a, 4b, 5c, 6a, 6b, 6c, 6d, 7a, 7b; See
Appendix B, Guideline 1, 2, 5, 6, 7, 8, 9), presented to friends, family and
community invited to the Open House Graduation Party.

The instructor’s experience and expertise in both teaching English as a Second Language
(See Appendix C, CK, PK) and the software and hardware resources and tools available (See
Appendix C, TK) addresses the pedagogical, content and technological knowledges for TPCK
(Koehler, 2012) (See Appendix C). The instructors use of technology in both the teaching of a
foreign language as well as the learning of a foreign language embraces the TCK and PCK (See
Appendix C) intersections.
TIP 2: Needs Assessment
SWOT Assessment
Advantages Challenges
Strengths Weaknesses
Stable facility at no charge Sustainability relies on pastor staying with
One instructor for all students for stability & church
bonding Vulnerable to instructor illness or emergency
Internal
Flexible curriculum for individualization Privately-developed curriculum is not

Proven, privately-developed curriculum available if student moves
Low cost to learner (expenses only) Lack of budget to pay for all expenses
Includes variety of face-to-face and online
instruction
In-house computer lab with ten stations
Opportunities Threats
Majority population is Hispanic Some students may not have funds for
Tight-knit Hispanic community in Seguin expenses
with many professional workers Other local ESL programs that are totally free
External
Growing Spanish community Immigration politics could scare away

Immigration politics can encourage natural students
English usage to blend in society better. Online resources may cease to be available
Instructor has a professional Hispanic contact Remote possibility of racism in community
with over thirty connections who want to Tight-knit groups can change allegiances with
learn English little warning.
Strengths
The instructor for the ESL classes is the wife of the pastor of King’s Cross Church, the
host facility for Learn4Life’s Natural and Effective English for Spanish Speakers (NEESS)
classes, offering a free and stable location and controllable environment. Having one instructor
for all classes and practice sessions ensures a continuity of training and greater opportunity for
teacher-student bonding, providing the instructor with the ability to take care of the learner
referrals from the local professional contact. The instructor is using a proven curriculum written
for Spanish speakers in Bolivia and has been adapted to the idioms more natural to Mexican
speakers of Spanish. The teaching materials are printed on demand, to keep the cost to learners
low and so that edited materials will ensure an accurate and current student resource. This TIP
calls for NEESS to be extended with free online and offline resources accessed by mobile and
other electronic devices to address varying learning preferences. Students with NEESS are also
supported by a freely available ten station computer lab connected to high speed wireless
Internet.
Weaknesses
While the pastor of King’s Cross Church and the instructor for NEESS have no plans to
change churches, there is always the remote possibility that the Lord would move them. Without
a trained instructor in the community, the sustainability of the NEESS program is threatened.
Having only one instructor also leaves the class vulnerable to instructor illness or emergency.
The budgetary constraint within the organization requires learners to pay for their materials,
which may be difficult for some students. The limited budget also impacts the facilities in that
heating and cooling expenses are higher during the periods of extreme climate. KCC has limited
resources but will bear this expense. Students are not expected to contribute to facility upkeep.
Opportunities
It is reasonable to determine that an ESL class would do well in Seguin, with an Hispanic
majority population that is growing rapidly, of which almost two-thirds are non-English speaking
residents. The Hispanic community in Seguin is a tight-knit group, providing substantial
opportunities for word-of-mouth promotion of the classes. Additionally, the instructor has a
professional contact who is Hispanic and has about thirty clients and colleagues who want to
learn English and this contact is excited to promote our ESL classes. The current political
environment offers another opportunity due to immigration politics, which could encourage
Spanish speakers to learn natural English in an effort to blend into the society.
Threats
The lack of funding for the budget is a weakness, but it is also a threat in that the
offerings and membership of the church is outside of personal control. Until the church
membership grows and offerings are given to support the classes, the budget will remain
severely constrained. As such, the budget is the most serious threat to the program. The primary
reason that the instructor has no backup is that there is no qualified volunteer to help in the
program and there are no funds to hire a paid instructor. Lack of funding is also why our students
will have to pay for their materials, while other ESL programs in Seguin do not charge any fees
at all. Another challenging issue has to do with the opportunity provided by immigration politics
which can also become a threat if political policies result in a student deportation.
Needs Analysis
The goal of NEESS is not only to teach English but to teach the students to speak with a
natural accent, using English that is normal for the local environment. Although the social
environment of the United States supports bilingualism (Grosjean, 2018), the fact remains that
the workplace and the marketplace still expect English (Kousha, 2013), and English skill
qualifies the job candidate for higher-paying positions (Day & Shin, 2005). With the substantial
number of Seguin residents who do not speak English, the NEESS class meets that need. The
program chosen for NEESS has been proven effective, even in a Spanish-speaking country
where English practice opportunities were minimal and has also proven effective in the United
States.
The organization, KCC, will be required to provide the facilities and resources for the
entire duration of the class, which includes traditional student seating, multimedia projection,
and the computer lab access throughout the week. While school-provided hardware and software
is not required for this TIP, the host facility, King’s Cross Church, maintains a ten-station
computer lab available for NEESS students who may not have other methods of access to the
internet and multimedia resources. The facilities and instruction for NEESS are stable and
sustainable for the foreseeable future, in spite of the limited budget.
Apart from serving the diversities of socio-economic and culture, this TIP includes a
variety of learning resources to support whatever learning or other diversities that may exist
when the student cohort is formed at the beginning of the term. A learner questionnaire will be
required at the time of inscription in order for the instructor to modify the curriculum in support
of any challenges disclosed.
Learner in context: Demographics.
 The population of Seguin is 27, 543 (Data USA, 2016)
 The Hispanic population in Seguin is 52.7% of the total population (2016), with 38%
White and 6.9% Black.
 There is an estimated 5% of the population in the San Antonio/Austin area who are
undocumented (Ura & McCullough, 2015
 Non-English speakers in Seguin number 34.1% of the population (2016)
 Roughly 9,000 residents are non-English speakers whose birth language is Spanish
(2016), although the number of non-English speakers in Texas is rising (Davies, 2013).
 Only 4.5% of the population are not U.S. citizens (2016)
 The median age for all residents is 36 years old, with the median age for foreign-born
residents is 43 years old (2016)
 The most common country of origin for Spanish speakers in Seguin is Mexico (2016).
 The majority of Seguin households have 2 cars, followed closely by 1 car per household
(2016)
 While learning disability statistics for adults are difficult to find, a learning disability
(LD) does not go away, so student statistics are still valid. In 2010, Texas reports 9.3%
(@400,000) students with LDs (US Dept. of Education, 2010).
TIP 3: The Planning Process
Goals and Objectives with Strategies and Measures
Goal ISTE / UDL Strategy

1: Provide a learning UDL (CAST, 2018) Appendix B Strategy 1: Following
environment for the use Representation: instruction, learners will
of the English language Perception utilize whatever accessibility
that is dependable, Action & Expression: tools and technologies
accessible and Physical Action required by that learner.
engaging to all learners. Action & Expression:
Expression & Communication Strategy 2: After the initial
Engagement: class orientation, learners
Recruiting Interest will be able to access all
Engagement: learning materials and
Sustaining Effort & Persistence resources through physical
printed books, eBooks for
digital devices, websites and
online learning programs and
audio-visual resources
through computer, cell
phone, tablets and players
Strategy 3: After the initial

class orientation, learners
will know how to obtain a
local library card for access
to class tools and resources
through computers such as
exist through the local
library, and how to access
the Learn4Life computer lab
to use the free on-line tools
and apps for devices, and
free tools online and
available as apps for mobile

devices and tablets.
2: Help learners to ISTE (ISTE, 2018) – Appendix A Learners will create Pinterest
develop critical Empowered Learner: 1c, d, (Pinterest, 2018) pages,
thinking and problem- Digital Citizen: 2a, c, using linguistic resources
solving skills in the use Knowledge Constructor: 3a, c, d such as Google Translate
of English vocabulary Computational Thinker: 5c (Google, 2018c) and
and grammar Creative Communicator: 6a, b, d WordReference.com, for
UDL (CAST, 2018) Appendix B English vocabulary,
Representation: etymological/original
Perception language stem, suffix and
Representation: prefix families, verb
Language & Symbols conjugation tenses and
Representation: English idioms used within
Comprehension the learners' areas of interest
Action & Expression: and profession, in essence,
Expression & Communication generating a personalized
Action & Expression: online dictionary and
Executive Functions reference.
Engagement:
Recruiting Interest
3: Prepare learners to be ISTE (ISTE, 2018) – Appendix A Strategy 1: Learners will use
responsible citizens or Empowered Learner: 1c, d, the Goodwill Community
residents, Digital Citizen: 2a, b, c, Foundation’s (GCF’s) online
technologically literate, Knowledge Constructor: 3a, b, c learning site (Goodwill,
and globally interactive Computational Thinker: 5c 2018) to develop
Creative Communicator: competence and confidence
6a, b, c, d using the basic computer
Global Collaborator: 7a, b skills necessary for the
UDL (CAST, 2018) Appendix B creation of an automated
Representation: website (see Strategy 2,
Perception below) and to create the
Representation: instructions for teaching a
Language & Symbols lesson of their own creation
Action & Expression: to other English language
Expression & Communication learners.
Action & Expression:
Executive Functions Strategy 2: Learners will use
Engagement: Weebly.com and the Google
Recruiting Interest Docs (Google, 2018a;
Engagement: Google, 2018b) collection of
Sustaining Effort & Persistence tools to create an interactive
website to teach a personal
or researched skill to other
ESL learners, both locally
and online.
4: Provide a variety of ISTE (ISTE, 2018) – Appendix A Strategy: Learners will

methods and tools for Empowered Learner: 1c confidently use the Spoken
application of the Digital Citizen: 2a, b, c, d English Learned Quickly
English language and Knowledge Constructor: 3a, b system, Hellolingo
the refining of language Computational Thinker: 5c (Vanderydt, Stanley &
accent perception and Global Collaborator: 7a, b Heckler, 2018), an
production. UDL (CAST, 2018) Appendix B interlingual chat site, and
Representation: GCF online to practice and
Perception perfect natural English
Representation: pronunciation and
Language & Symbols communication.
Expression & Communication
Executive Functions
Engagement:
Sustaining Effort & Persistence
5: Equip learners to be ISTE (ISTE, 2018) – Appendix A Strategy: Learners will

confident leaders and Empowered Learner: 1a, b, c, d collaborate with colleagues
problem solvers Digital Citizen: 2a, b, c and facilitate a relationship
Knowledge Constructor: with community members as
3a, b, c, d they prepare and promote an
Innovative Designer: 4a, b Open House showcase and
Computational Thinker: 5c production for the end of
Creative Communicator: year promotion event which
6a, b, c, d will include a PowerPoint-
Global Collaborator: 7a, b type presentation of learning
UDL (CAST, 2018) Appendix B highlights throughout the
Representation: course, collaborative video
Perception of clips recorded through the
Representation: year and a collaborative
Language & Symbols Weebly website (Weebly,
Action & Expression: 2018) for that cohort of
Expression & Communication learners, presented to
Action & Expression: friends, family and
Executive Functions community invited to the
Engagement: Open House Graduation
Recruiting Interest Party.
Engagement:
Sustaining Effort & Persistence
Engagement:
Self-Regulation
Needs Addressed
One of the most significant challenges to overcome is the limitation of instructor support.
Our organization has located a strong candidate who had worked with the instructor in a previous
ESL program and has expressed a desire to offer services again, as a charitable outreach. The
backup instructor is already familiar with the old program and will work collaboratively with the
instructor of record to implement the technology plan for NEESS.
The vulnerabilities of sustainability with the continued availability of a customized
program immigration politics, and the possibility of disruption of classes due to deportation, can
be resolved with the duplication of the lessons via on-line instruction. Our organization is in the
process of installing a learning management system on the Learn4Life.com website, which will
not only provide another method of learner access but will continue to serve the needs of our
students whether they move away voluntarily or are deported.
The budgetary constraints will continue to be an issue, but a lack of sufficient budget is a
situation that is common in faith-based ministries. The stakeholders in our organization are
accustomed to doing more good works with fewer resources and allowing God to provide the
funds for those programs that He desires to see completed. We are confident that the NEESS
class is within that area of what is approved and we have worked diligently to see that our goals
are within our ability to implement. That pastor and instructor of record are both computer
professionals with several years of experience in the fields of computer hardware, software, web
design and online instruction.
The resources selected for this TIP have been chosen for both their excellence and the
fact that they are free to use. A further defense against the threat of loss of service from one or
more of those resources is that each resource has other free and comparable competitors to fill
that functionality.
Significant weaknesses were revealed during the SWOT phase of investigation. Every
member of the team has contributed in resolving those weaknesses or in diminishing their impact
to the project. While it is impossible to achieve perfection or to protect against all potentialities,
we feel that this TIP is a strong and solid solution for the NEESS.
Environment
The NEESS class is an adult education class to be conducted in the facilities of the
King’s Cross Church in Seguin, Texas. The size of the class will determine whether the class is
held in the auditorium or in the Fellowship Hall. Both possible venues are capable of multi-
media, have high speed wireless Internet access and ample room to accommodate student needs.
Taking the age and social context of the learner in consideration, as adult learners, the decision
was made to avoid traditional student furnishings such as student desks and a teacher’s desk,
opting instead for a seminar or professional development ambiance (C. Jarka, personal
communication, November 21, 2018).
Engagement
An effective method of engaging the interest of an adult learner in an ESL class is the use
of journaling as a tool to apply what has been learned in a way that constructs knowledge by the
learner (Kim, 2005). While traditional journaling will be encouraged, this TIP suggests the chat
and message feature of Hellolingo as a simple method of journaling, using the current and
previous English lessons combined with the learner’s personal interests.
The NEESS Moodle course and sub-website on Learn4Life.com is another tool to help
increase engagement by giving learners greater agency over their learning by allowing them to
surf through the concepts to be learned (21st Century Learning Reference Group, 2014). A
Flipped Classroom approach will also be utilized through the NEESS Moodle course. Not only
will prior access to the content help prepare the learner for what it so be covered in the upcoming
class(es), having ubiquitous access to the materials will help learners locate answers more
quickly and will help reinforce what they have already learned (National Research Council,
2000).
Providing context for teaching and learning content is essential in adult ESL classes (C.
Jarka, personal communication, November 21, 2018; Huang, Tindall & Nisbet, 2011), and it is
for this reason that the class capstone project is for each student to develop and present a
teaching lesson connected to a hobby or skill that is important to the student. The chat journaling
is an effective preparation for the learner, providing an opportunity to practice the vocabulary
based on a personal interest. By creating their own content, the learners are able “to take
ownership of their language use and express their own voice” (Huang, Tindall & Nisbet, 2011, p.
8), increasing comprehension of learned and created vocabulary and grammatical structures.
The methods of teaching and presentation of content will vary, depending upon learners’
preferences, diversities and the needs of the content itself. Multimedia works very well for
activities and elements where a learner may prefer to practice repeatedly (C. Jarka, personal
communication, November 21, 2018), there are other aspects to language learning, such as the
correct construction of language sounds, or phonology, that involve various parts of the body as
well as a mental construction of the sounds. While a great deal of language learning may be
accomplished through effective multi-media, this personal and physical aspect of phonology
(Yeung, Siegel & Chan, 2013) requires direct instruction. It is also important to make a
concerted effort to keep the use of English as unambiguous as possible (C. Jarka, personal
communication, November 21, 2018) which is another indication for direct instruction.
Application Tools
NEESS is a traditional class that is being extended by the judicious use of technology as
described in this TIP. Each student will be required to obtain a notebook capable of holding up to
150 sheets of standard copier paper, a flash drive for storage of class and personal resources, and
a cell phone. Use or ownership of a personal tablet or computer is strongly recommended. For
those students who do not have a cell phone, MP3 players will be offered for sale at cost. While
it is highly unlikely that an adult ESL learner will not have a cell phone, we have an account with
an import company that can provide us with MP3 players for less than five dollars per player.
Our ESL course does not require word processing or other client-side software in order to
complete the exercises in the textbook. This TIP does involve the creation of documents and
artifacts, and the tools for all assignments are available for free on-line. While the use of these
on-line tools and resources function better when used with a computer or tablet, all resources
chosen in this TIP may be used from a cell phone. Additionally, our organization offers access to
a computer lab and lab monitor for questions and direction.
Results
The textbook for NEESS contains practice and application exercises as well as formative
assessments in each chapter and periodic summative assessments with a final assessment at the
conclusion of the course. Further assessments exist with the weekly chats via Hellolingo, with
the students providing the instructor with a printed copy of their previous week’s chat log. Self-
assessment is ongoing in weekly pronunciation practice via the Language Chat session that
includes native English speakers who are learning Spanish and native Spanish speakers learning
English.
The capstone project for the course involves the learner’s creation of a teaching lesson,
presented to the class that includes the Pinterest pages created by the student, student
collaboration and group work in the creation of an interactive website, and the design,
organization, preparation and presentation of an Open House offered to the public. The tasks for
the Open House Graduation Party include student-generated advertising copy submitted to the
local free advertising outlets and through Facebook and other social media.
TIP 4: Implementation
Budget
Continuation of Technology (already provided and maintained by the organization)
 Desktops  
 Laptops  
 Printers  
 iPads  
 Tablets  
 Multimedia projectors  
 Internet / WiFi 
Technology/Tools/Resources that Needs to be Purchased and Reimbursed by students
 NEESS Textbook, printed on demand – Total: $25.00/student  
 Spoken English Learned Quickly, printed on demand – Total: $18.00
 Flash Drive 8Gb (if student needs one) – Total: $5
Free Technology to be Utilized  

 NEESS Moodle course on Learn4Life.com
 NEESS Companion website on Learn4Life.com
 Spoken English Learned Quickly
 Weebly on-line website creator
 Google Docs on-line
 Pinterest
 Google Translate
 WordReference on-line translation and conjugation tool
 Goodwill Foundation’s Learn Free learning platform
 Computer Lab w/programs and apps
o Office applications (Libre Office Suite)
o GIMP graphic editor
o Inkscape on-line and desktop vector graphic editor
Professional Development Expenses
 Participant Materials: $50 per person
 Refreshments (Coffee, tea, pastries): $5 per person
Total Estimated Expense
Technology/Tools/Resources Cost Quantity Total
NEESS textbook* $25.00 20 $500.00
Spoken English Learned Quickly* $18.00 20 $360.00
Flash Drive (8Gb)* $5.00 20 $100.00
Professional Development Expenses $55.00 5 $275.00
* Temporary expenditure, to be repaid by student
Total Initial Outlay $1235.00

Less Student compensation -$960.00
Final Estimated Expense: $275.00
Professional Development (PD) Plan
Timetable for Goals, Objectives, Strategies, and Measures.
The plan for professional development (PD) training for primary and backup instructors
consists of five separate sessions, held on consecutive Saturday mornings from 9am to noon.
Each session will be approximately one to two hours and the participants will be encouraged to
use the technology learned at least once over the next week. Time will be allotted at the
beginning of each subsequent session to answer all questions that have arisen during the week.
Additionally, participants are required to participate in the Moodle discussion board for all
sessions, as well as to review session contents via the Moodle class site. All sessions will be
conducted in the organization’s computer lab, which has full Internet and intranet access.
Instructors are responsible for knowing the contents in all PD sessions. Full attendance by
all learners is strongly encouraged to ensure a cohesive understanding as well as for collaborative
interaction. Full attendance at Session 1 covering the ISTE standards is mandatory. The
remaining four sessions cover the tools and technologies used in this TIP. It is important that all
instructors present the learner materials in a coordinated way and the professional development
sessions help develop that shared understanding.
The PD sessions are primarily intended for the backup teacher(s) for the NEESS program
but other participants will be accepted by approval. These training sessions will be available to
selected homeschooling parents who would like to attend. It is our hope that when more adults
are exposed to the program that we will have more volunteers. The organization, King’s Cross
Church, has a community outreach called The Commons. The Commons offers classes, training,
and courses to the community at large and specifically to the homeschooling families in the area.
These PD classes will not be marketed to the community at large because our organization has
like faith and practices standards and we prefer to avoid conflict when possible.
Each PD session will have its own lesson in the Learn4Life Moodle site that will include
all information, resources, activities and files used in the session. The Moodle site is a learning
and remembering tool as well as a repository for the resources. The discussion board for the PD
sessions will serve as a community presence as well as a place for questions to be answered and
suggestions to be made. Certificates of completion will be provided for each completed session
as well as a PD training completion certificate for instructor candidates who complete all five
training sessions.
Session 1 – ISTE Standards (Mandatory)

Where does it fit: It is important for instructors to be able to adapt existing lesson
plans to accommodate their learners. Instructors with little or no formal training in
education may not be strong in lesson design to meet competencies so the first step of
professional development should be learning what ISTE standards are and how the
standards for should be applied. Instructors for NEESS should be familiar with the
standards of ISTE in order to see that instruction and learning achieve the purpose of the
standards.
Backup Plan: This topic does not deal with any technology used by the student,
so in this context, a backup plan is not needed. With respect to the instructors, if an
instructor is not able to attend this session, they will be required to wait until the session
is offered again before they will be allowed to be the instructor of record.
Effectiveness: During this training session, the instructor-learners will walk away
with an analysis of existing lessons and copies of all participants’ adapted lessons in
accommodations to keep on hand for reference.
PD: The participants will be required to read “Integrating Technology in the
Classroom: Tools to Meet the Needs of Every Student” (Hamilton, 2015) prior to the
session. The participants will be given a pre-test of student activities and will identify the
standards under which those activities fall. Following the pre-test, the group will mark
their own papers and participate in a group discussion about the various standards that
should be applied in each of the test situations. After the pre-test and assessment, the
group will be led through an examination and discussion with examples for each of the
student standards, followed by a break. When participants return from the break, they will
all be given the same lesson and each will draw a folded slip from a bowl that contains a
type of diversity. In the remainder of the session, each participant will modify the lesson
to accommodate the exceptionality or diversity printed on the slip they drew. The session
will conclude with each participant sharing their diversity and accommodation with the
group, along with group discussion of the options available followed by a break and time
of informal small group sharing. Copies of all modified lesson plans will be made during
this time and each participant will leave the session with a complete packet of all session
materials, which includes copies of all participants’ modified lesson plans.
Session 2 – Google Docs and tools collection

Where does it fit: Students will use the Google Docs collection throughout the
course to create their individual and group projects. While students are free to use
whatever computer applications they prefer, when creating their work, Google Docs is
universally available to all who have access to the Internet. Google Docs supports word
processing, spreadsheet functionality, data management, presentation graphics, website
creation and even graphic editing. Google Translate does an excellent job of translating
words, phrases, paragraphs and entire web pages.
Backup Plan: As mentioned above, the students are not required to use Google
Docs online. For students who prefer an office suite on their computer, they may either
install the Libre Office Suite, a free and open source productivity software program, or
they may bring their computer to our location and we will help them install the program.
If the students prefer to use their phone for document editing and are comfortable with
that solution, we will not interfere. However, phone-based document editing is not easy
and we discourage that solution. For students who do not have personal computers or
tablets, they are welcome to use the computer lab at our organization or they may use the
computers at the local library.
Effectiveness: In order to learn to be a creator of content and to develop 21st
century skills, students will learn to utilize standard software programs in order to create
and complete the required assignments for the NEESS course. Additionally, the adult
learners will be adding important workforce skills to their resumé.
PD: A short time will be allotted at the beginning of the remainder of the
professional development sessions in order to answer questions pertaining to prior
sessions. For the Google Docs training, all instructor-learner participants will need to log
onto the organization network. The session then opens with a group workshop of logging
on to, or creating, a personal account with Google. Once all are logged in, the leader of
the session will screencast their desktop to lead the group in finding the Google docs site
and demonstrating the similarities between Google Docs and standard office productivity
suites. Following a short break, the instructor-learners will be divided into small groups.
Each group will be given a collection of printouts and will be required to recreate those
printouts using Google docs. The participants will be allowed a short break while
facilitators move to the various stations to print the group efforts and then copy those
printouts to create a complete collection for all participants. Following this last break, the
groups will return to the workshop and take turns presenting their creations to the group,
using the leader’s screen-casted computer, after logging in as themselves.
Session 3 – Pinterest
Where does it fit: Each student will be required to create or use an existing
Pinterest account. At the conclusion of each class, time will be reserved for students to
log into their Pinterest accounts and add sites appropriate to the topics covered in that
class.
Backup Plan: In the event that there is no Internet access during the class, the
students can write down a list of the vocabulary words and grammar structures that apply
to their personal interests, which will be used in their instructional lesson activity toward
the end of the course. When the student has access to the Internet, this list will be used to
search for sites to add to their Pinterest pages.
Effectiveness: Students will be engaged in social learning and developing 21st
century technology skills.
PD: The session will be held in the organizational computer lab, which has access
to the Internet as well as intranet functionality. A short time will be allotted at the
beginning of the session in order to answer questions pertaining to prior sessions. All
participants will receive a booklet on basic use of Pinterest and Pinterest information
management principles. Participants may use an existing Pinterest account or may create
a new account. The leader will use his computer in screencast mode to demonstrate
Pinterest, from account creation and creating a basic page.
As a group, the participants will create a class page and add sites and descriptions
along with the leader. The leader will then present the Pinterest information management
principles, with specific examples. Following each principle and example, there will be
brief group discussion. Participants will divide into small groups and receive a list of
topics and interests to be used to create a workshop page.
Prior to creating the page, the session will break, allowing the participants to relax
and reflect on what has been learned and collaborate with others concerning their group
projects. After the break, the small groups will create a page in the account of one of the
members. When small group time is up, a representative from each small group will
direct the screen-casted computer to the Pinterest page and present that page to the
overall group. This is the last activity of the Pinterest session.
Session 4 – Weebly free on-line website creator

Where does it fit: Creating a website that tracks what has been learned, offering
access to on-line learning sites and resources and creating social feedback opportunities
helps cement what has been learned and also prepares the learner with 21st Century skills
that can be leveraged in the workplace.
Backup Plan: The development of the class website is an ongoing collaborative
task with a final due date by the end of the semester. If, for some reason, the Internet is
not functioning during any particular class, the learners may use their text document
storyboard to continue to design the website.
Effectiveness: Website design and maintenance is part of technological literacy, a
st
21 century skill.
PD: The session will be held in the organizational computer lab, which has access
to the Internet as well as intranet functionality. Instructor-learners will receive a
worksheet for the session that includes a glossary of Weebly terms, short instructions for
creating a Weebly account and a storyboard of a collaborative website of five pages to be
created during the session. A short time will be allotted at the beginning of the session in
order to answer questions pertaining to prior sessions. After the Q&A period, Participants
will follow the leader’s example in creating a Weebly account and may create a sample
website if desired. When all participants have created their accounts and are logged in to
Weebly, the leader will demonstrate how to create a site that will then be developed
collaboratively. After the creation of the site to be designed using the storyboard from the
session notes, the leader will then add all participants as editors.
The participants will then access the email invitations sent by the Weebly site and
accept the invitation from the leader to be an editor on the collaborative site. As the
participants accept the invitations, the leader will refresh the administration page
periodically to show how collaborators are visible, as well as those who have not
accepted the invitation to edit the site.
At this point there will be a break where participants were given time to relax, but
also time to play with the test sites they created and look over the storyboard for the
session’s activity. Following the break, the participants will join with the leader to choose
a theme for the website, and to discuss the distribution of designer roles for each of the
participants.
The leader will demonstrate the process of adding a new page to the website and
briefly discuss webpage management. Then the participant chosen to be webmaster will
add a Collaborators page. The group will then fill that page with content. Each participant
will be responsible for dragging their own photo and text elements from the Weebly tools
sidebar onto the page, uploading a photo or image to use to represent themselves and edit
the short bio text that includes their role in the website design, located in the text block
below the image.
The webmaster will then orchestrate the completion of the website, assigning
project/page leaders for each of the four remaining pages in the storyboard. The
webmaster will move among the group, answering questions and arbitrating when
necessary. The leader will remain in the room, at the back, available to the webmaster.
The summative assessment is the completion of a website that includes all
elements of the storyboard. Participants may include other pages and elements as long as
the additions are in congruence with the required elements in the storyboard.
Session 5 – Spoken English Learned Quickly

Where does it fit: Spoken English Learned Quickly (SELQ) is a set of recordings
that students will be assigned to practice daily. The method used is to listen and repeat
each assigned recording at least three times in the beginning, working up to eight to ten
hours each week.
Backup Plan: There is a written transcript in the printed manual for every
recording, the recordings will be given to each student on a flash drive to load on all of
their devices and computers and the recordings are available on the class site in Moodle
and on a separate page on the Learn4Life website.
Effectiveness: Studies have shown via functional magnetic resonance imaging
(fMRI) has shown that the listen and repeat method for second or other language learning
is effective and results in neuroplasticity and a reduction of cognitive load normally
associated with language acquisition (Ghazi-Saidi, & Ansaldo, 2017).
PD: Prior to this session, all participants will receive a zip file containing all the
recordings used in the SELQ program and the student companion PDF and the teacher’s
edition of the companion PDF. Participants are expected to unzip and load at least the
first five recordings on the participant’s preferred listening device and to print the
transcripts from the companion PDF that matches those first five recordings. Participants
are encouraged to listen to the recordings if they desire. A short time will be allotted at
the beginning of the session in order to answer questions pertaining to prior sessions.
The group will open the both the student and teacher’s companion PDFs and the
leader will briefly explain the principles behind the listen and repeat method and will
present an overview of the program. The manuals contain a lot of information and the
teacher’s control of the flow of the program can be confusing at first. However, the
student experience is very straightforward and the participants will go through the student
experience in the first part of this session.
Following the introduction and overview, there will be a brief break during which
the leader will make sure that everyone has their materials ready and to answer any
questions. After the break, the group will access the vocabulary list for the recording and
the leader will take them through the vocabulary and the encouragement for the learners
to write the definition of the words in their own language. Participants will locate
translate.google.com and wordreference.org on their computers and will find the Spanish
translations for the vocabulary.
Then the leader will play the recordings through the sound system and the
participants will listen and repeat along with the group on the recordings. The group used
for the recordings is comprised of a number of different accents and is intended to give
the beginning learner a sense of comfort if or when the sounds they produce are not
perfect. The participants will perform the part of the students, repeating after listening
and following the leader’s prompts. A brief break will allow the participants to rest from
the activity and discuss their impressions and ideas about utilizing this technology.
Following the break, the group will split up into smaller groups and will take
turns acting as leader prompting the group and as students listening and repeating.
All sessions of the PD series, as well as microlessons on all student activities, will be
available for additional practice and training via the asynchronous Moodle class on
Learn4Life.com and can be accessed as often as needed based on the needs of the instructor(s).
The participants will be strongly encouraged to continue their collaboration with each other and
with the lead instructor through the communication resources in the Moodle course. The lead
instructor will monitor the Moodle course on a regular basis to make sure that discussion board
posts are answered and to monitor the instructor(s) progress. Additional learning resources in the
Moodle course will be created for instructors when requested.
This TIP’s effectiveness will be evaluated by the teachers as well as the students
completing the assignments. Each NEESS student will be given an assessment in the form of a
pre-test and short narrative to read aloud, regardless of understanding, and the reading will be
recorded. Periodically through the course and at the end of the course, quizzes will be given and
the readings will be repeated. The instructor will compare each subsequent assessment to the
previous assessments and will develop customized lessons for students based on the needs
revealed.
Lesson Plan 1: Pinterest Board
Before the lesson: 

Topic/Subject/Grade: Pinterest Basics
Primary SOL: ISTE
Standard 1) Empowered Learner
Standard 3) Knowledge Constructor
Standard 6) Creative Communicator
Long-range Goal: This lesson prepares the learner to produce Pinterest boards for the
course-long projects of the “Pay It Forward” (PIF teaching lesson where the learner teaches the
class something of personal interest to that student. The Pinterest boards created will also support
the course-long project of the collaborative website and the collection of PIF webpages in the
website. The Pinterest task will be repeated each week during the course.
Objective: Learners will create an online Pinterest account where they will collect
examples of 3 to 5 vocabulary words and 2 verb infinitives that pertain to the individual “Pay It
Forward” (PIF) teaching lesson.
Learners will obtain a Pinterest account, change the language of their Pinterest account to
Spanish, learn the basics of how to use Pinterest and make at least one pin. NOTE: After the first
few chapters of the NEESS program have been completed, the learners will be required to switch
Pinterest back to English.
Condition of the task: Given the Pinterest website, the learners will have to create an
account, secure their username and password, change language to Spanish. Create a PIF board
and make a pin.
Observable task: Learners will access Pinterest and then create a Pinterest board for their
PIF, filling the PIF board with a minimum of 3 vocabulary words and 2 verb infinities related to
their PIF interest.
Measurable criterion: The learners will be able to log out of Pinterest then log back in
using their username and password, pin at least three items on their PIF board and explain the
connection to their PIF interest.
Classroom diversity:
 Cultural Diversity - Learners can choose word pictures that reflect their personal
interests, work and culture. These choices will be the first activity in preparation
for choosing their personal lesson topic about which they will later create a lesson
to teach to the class. Each learner will briefly share why those pictures are of
interest.  
 Socioeconomic Groups -Learners will be supplied with all materials as well as
given extra time to complete work after class and given access to the computer lab
between classes, if they do not have access to the needed technology at home.
Materials/Equipment: Laptops/Desktops, Tablets or computer lab; WiFi; Web Browser
or Pinterest app. YouTube informational videos on general Pinterest information
(https://www.youtube.com/watch?v=TKmcQsS6xAM) and demonstration of how to change the

language setting to Spanish (https://www.youtube.com/watch?v=nLuV3ESlCJs).
Technology Integration: Please see above. 

During the lesson:
Set: Learners will be asked to get online and access the Pinterest website
(www.pinterest.com) or install the Pinterest Android/iPad app. The learners will create a
Pinterest account, if they do not already have one, change the language to Spanish, create a PIF
board then find a picture of something that they are interested in to pin to their PIF board in
Pinterest. When all learners have their pictures, the instructor will explain how they are going to
continue finding pins for vocabulary words, parts of speech and resources for the collaborative
class website and the individual PIF lesson that will be taught to the class. The contents of the
Pinterest boards will be an ongoing project throughout the NEESS course, culminating in the
Open House Graduation Party
Lesson: Use of Pinterest is an ongoing lesson continuing over the course of the school
year. Learners will be required to create boards for their vocabulary words, their individual
grammar parts of speech, the class collaborative website and their own PIF lesson. Learners will
be given a rubric to follow with periodic deadlines where they have to submit to their instructor
their Pinterest board link with their completed work up current to that point. While collaboration
is always encouraged and colleague discussion is encouraged, the Pinterest boards are an
individual assignment where learners are searching or making/taking their own pictures to
illustrate their vocabulary words and grammatical parts of speech, as well as pins for inspiration
and content for the class website and for the PIF assignment. Learners will be able to create and
access a personal Pinterest account and save at least one pin.
Instruction/Modeling: Throughout NEESS course, learners will be learning English,
using vocabulary words and understanding the grammatical structure of English and the English
parts of speech. After each individual topic is processed, learners can continue to search for
photographs that illustrate the topics from class as well as the ongoing assignments of the class
website and PIF lesson, posting the pics on the appropriate Pinterest boards. Learners are always
welcome to ask the instructor for clarification and they may access the NEESS Moodle and
companion website at any point.
Guided learner practice/Formative assessment: Learners will have to send the instructor
a link to their work at each scheduled checkpoint so that the instructor can track the learner’s
progress.
Independent practice/Formative assessment: Learners will be asked to work in groups
to curate their Pinterest boards and then each individual will share their pin(s) for the PIF lesson,
explaining their choice(s). Learners will have two minutes to show their boards to the class. The
presentation is also part of the learner’s overall grade.
Closure: Learners will be able to record, on the front and back of an index card, by
memory, their username, password and menu/webpage option for changing the language .
Summative assessment: At the end of class, learners will submit a link to their work, and will
continue to submit links at each checkpoint throughout the course. Learners will submit their
final Pinterest boards two weeks prior to finals.
After the lesson: 

Instructor candidate reflection: To be determined.
Lesson Plan 2: Alphabet and Phonology (Abecedario y Fonología)
Before the lesson: 

Topic/Subject/Grade: Languages/English as a Second Language (ESL)/Adult
Primary SOL: ISTE
Standard 1) Empowered Learner
Standard 3) Knowledge Constructor
Standard 6) Creative Communicator
Objective: Learners will access their Moodle Course to compare the English alphabet to
the Spanish alphabet, learn the ABC Song and to practice pronunciation of all 43 sounds in
English pronunciation.
Condition of the task: Given the 26 letters of the English alphabet as compared to the 27
or 30 letters of the Spanish alphabet, learners will eliminate the Spanish letters not used in the
English alphabet and will identify the letters whose English and Spanish names are similar in
phonology (sound) but refer to different letters.
Observable task: Learners will complete that activity worksheet to record the letters
spoken by the instructor, fill in the missing letters in the ordered list, connect letters to a phonetic
spelling of the English pronunciation and filled in the missing content from the Alphabet Song.
From the illustrated word lists provided – words associated with each letter of the alphabet -
learners will select from five to ten words of their choice.
Measurable criterion: In groups of three to five, the learners will recite the English
alphabet for the instructor. This activity will not be graded and the instructor will encourage and
will make no corrections, since this is the first lesson in the alphabet. By the end of the third
lesson in the American English Alphabet and Phonology, the learner will recite the alphabet on
their own, with three or fewer mistakes.
Classroom diversity:
 Cultural Diversity - Learners can choose word pictures that reflect their personal
interests, work and culture. These choices will be the first activity in preparation
for choosing their personal lesson topic about which they will later create a lesson
to teach to the class. Each learner will briefly share why those pictures are of
interest.  
 Socioeconomic Groups -Learners will be supplied with all materials as well as
given extra time to complete work after class and given access to the computer lab
between classes, if they do not have access to the needed technology at home.
Materials/Equipment: Laptops/Desktops, Tablets or other mobile devices; the SELQ

Recording #1s1d.mp3; NEESS Moodle course and companion website on Learn4Life.com
Technology Integration: Please see above. 

During the lesson:
Set: Learners will be asked to consider the pictures illustrating the letters of the alphabet, to find
a picture of something that they interests them; once all learners have their pictures
chosen, the instructor will explain the “Pay It Forward” (PIF) lesson where they teach the
class something of personal interest and the Weebly and Pinterest projects; their chosen
photograph and future images will be saved and used throughout the course to form their
final projects to be presented at the end-of-course Open House Graduation Party.
Lesson: This ongoing lesson will take place over the course of the NEESS Basic class. Learners
will be given a rubric to follow with check-in deadlines where they have to submit a link
to the instructor of their completed work up to that point. This is an individual assignment
where learners are searching or making/taking their own pictures of where vocabulary
can be found in real life situations, specifically within the subject of their PIF assignment.
With each picture learners must have a minimum of one sentence describing what the
picture represents and it if has any individual personal connection to them. Learners will
post the image, and subsequent images, in their Pinterest account.
Instruction/Modeling: After the time of direct instruction, the learners may work alone or in
groups to locate their images. After each individual topic is covered, learners can search
at their leisure for photographs of those vocabulary words that they would see in their PIF
personal interest subject. If learners are unsure of the fitness of any image, they can
always ask the instructor for clarification.
Guided learner practice/Formative assessment: Learners will have to send the instructor a link
to their work twice weekly so that the instructor can track the learner’s progress.
Independent practice/Formative assessment: Learners will be asked to share their Pinterest
board to the class in groups. Learners will have five minutes to show other classmates
their gallery. The instructor will be rotating around the room with learners as the
presentation is also part of the learner’s overall grade.
Closure: Learners will be able to write the vocabulary words represented by the images posted to
their Pinterest board by memory on the front and back of an index card.
Summative assessment: Learners will submit a link to their work at the end of the section on the
Alphabet and Pronunciation.
After the lesson: 
Instructor candidate reflection: To be determined.
TIP 5: Executive Summary
Introduction
The Technology Plan for King’s Cross Church (KCC) and Learn4Life’s (L4L) Natural
and Effective English for Spanish Speakers (NEESS) is aligned with the standards set for by the
International Society for Technology in Education. This plan reflects and promotes the vision,
mission, goals and beliefs of Learn4Life, in partnership with King’s Cross Church. While this
plan is specific to the teaching of English as a second language, the text used for NEESS is
flipped to teach Spanish to English speakers with the same resources and lesson plans, with
minor corrections for the target language.
Learner Profile
NEESS is designed to teach natural English to adult Spanish speakers in the south Texas
area with a strong majority of Hispanic population. Diversity and adaptations and modifications
have been addressed in this plan with specific attention to the needs of adult learners, cultural
considerations and socio-economic factors that may impact learning. Additional resources are
available should specific learners require accessibility services or individualized educational
program is required. In addition to facilitating the learning of English, the technologies included
in this plan teach 21st century technology skills that will enhance the learner’s value in the
workplace and will build critical thinking and problem-solving skills, resulting in stronger digital
and global citizens.
Scope of Plan / Budget Impact
The plan is extensive in scope, yet none of the proposed technological tools or resources
will result in a budget increase. All tools are freely accessible via the Internet, which is an
expense already borne by KCC. While KCC must pay for the initial printing of learner materials
and to provide the flash drives, the learners are required to pay for all expenses, so the net impact
to the church is null.

Existing Challenges / Expense
The lack of qualified instructors to teach the classes is a challenge which is responding
well to a recruiting campaign among the homeschooling parents who frequent KCC’s
homeschooling outreach ministry There will be a modest expense of $55 dollars per instructor
candidate. That cost may be reduced if church members provide the refreshments for the
professional development sessions.
Estimated and Potential Learner Representation
Significant local interest in the classes already exists through word of mouth and it is
estimated that a class size of twenty learners is probable. A single class size of twenty learners is
ideal. With the instructor candidates already identified, it is anticipated that KCC & L4L can
support up to six classes per year, using the existing facilities and resources.
Justification of Technology Implementation
The reality and future of education is firmly rooted in advancing technology. Textbooks
are important but education is increasingly served through webpages. Learn4Life’s website and
Moodle learning management system will provide the extendable on-line education, available
any time and anywhere, that is expected by today’s learner. With direct instruction from an
instructor, classmate collaboration combined with asynchronous resources from the on-line
Moodle course and companion website and on-line resources, the learners will have immediate
access to the majority of the answers to their questions. For learners needs, between class times,
that exceed their ability to resolve on their own, the instructor will be available via email,
Moodle communications resources (forums, chats and direct message), and social media
(Facebook groups for KCC, L4L and NEESS).

Goals and Resources Connected
The five goals in this technology plan will be met by regular learner assessment and
feedback based on direct and asynchronous instruction using, but not limited to the following
technologies: existing L4L computer lab, learner provided tablets/mobile devices, free on-line
productivity websites (Weebly, Pinterest, Google, Goodwill Foundations, Inkscape,
Screencast-O-matic, WordReference) and free installable software programs and apps (Libre
Office Suite, GIMP image editor, Pinterst app). Using these technologies, and choosing which
technologies is most appropriate for which task(s), will enable learners to develop critical
thinking and problem-solving skills and to become technologically literate, responsible and
future-oriented global citizens with 21st century skills. The characteristics will help the learners
in their collaboration in class group projects as well as help them build relationships among the
community around them through a shared language and shared goals.
Crosswalk of Goals
A goal connection between the International Society for Technology in Education (ISTE)
and the Natural and Effective English for Spanish Speakers (NEESS) class, a ministry of King’s
Cross Church and the Learn4Life organization:
International Society for Technology in NEESS’

Education (ISTE) Strategic Plan
Learning:
ISTE standards for technologically literate To teach skills in English, cross-cultural
students asserts that “all students must have communication and technology, connecting
regular opportunities to use technology to those skills to real world tasks that will
develop skills that encourage personal transform learners into member of the global
productivity, creativity, critical thinking, and society utilizing 21st century skills.
collaboration in the classroom and in daily
life” (EDUC629TIP_Sample, 2018; ISTE,
2007, para. 1).
Assessment:
“Instructors will use multiple technologies to A variety of measures has been assembled for
assess and analyze the learning of students” assessing progress and success toward goals
(EDUC629TIP_Sample, 2018, p. 21; ISTE, and objectives and learners will be given
2000) autonomy over the tools and methods used to
produce the final projects, with access to
online resources and instructor input when
requested.
Teaching:
Instructors will use “technology to facilitate a Technology will be integrated into every class
variety of effective assessment and evaluation in the NEESS program, from digital access to
strategies” (EDUC629TIP_Sample, 2018; the textbook, if desired, as well as access to
ISTE, 2000, section IV, para 1) the multimedia resources for learning and
pronunciation practice. Accessibility tools
may also be required, depending upon needs
of individual learners.
Infrastructure:
Initial and ongoing professional development The technology infrastructure is integral with
to maintain instructor mastery of the the curriculum and instructional design and
technology infrastructure is essential. (ISTE, support online resources and class activities,
2009). the WEB 2.0 standard and compliant
applications.
Productivity:
Instructors – primary and backup – must stay The NEESS instructional design incorporates
engaged with each other through the use the multiple technologies in a seamless and
technology infrastructure to communicate and effective way to facilitate the learners in
collaborate with each other and must engage achieving their learning goals and to become
with the learners and their families, as well as a global citizen with 21st century skills to
within the local community to help facilitate further contribute as a member of society.
global citizenship and 21st century skills
(EDUC629TIP_Sample, 2018, p.21; ISTE,
2000)
References
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communities (Government report). New Zealand.
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Davies, D. M. (2013). Census study says non-English speaking growing in U.S. Retrieved from
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Day, J. C., & Shin, H. B. (2005). How does ability to speak English affect earnings? Retrieved
from U.S. Census Bureau website:
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s.pdf
EDUC629TIP_Sample. Unpublished manuscript, Liberty University Online. Retrieved from
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323602267_1.
Ghazi-Saidi, L., & Ansaldo, A. I. (2017). Second language word learning through repetition and
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literate students. [PDF file]. Retrieved from http://www.iste.org/docs/pdfs/nets-s-2007-
student-profiles-en.pdf?sfvrsn=4
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file]. Retrieved from
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students
Johnson, C. (2018). Principles for instructional design and technology. Unpublished manuscript,
Liberty University Online.

Kim, J. (2005). A community within the classroom: Dialogue journal writing of adult ESL
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com.ezproxy.liberty.edu/docview/227623406?accountid=12085
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explained/
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english-in-the-global-workplace/
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Hellolingo. Retrieved from https://www.hellolingo.com/

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program on English reading and spelling among Hong Kong Chinese ESL children.
Reading and Writing, 26(5), 681–704. https://doi.org/10.1007/s11145-012-9383-6

Appendix A
International Society for Technology in Education (ISTE) Standards for Students
The ISTE educational standard (ISTE, 2018) is a structure that provides support and
standardization for all actors in the educational context, from instructors and students through
administrators. For the purpose of this document, the standard collection is that which pertains to
students and is used for identification in the goals and strategies in the Action Plan for this TIP
(Johnson, 2018).
Standard 1: Empowered Learner
Students leverage technology to take an active role in choosing, achieving and
demonstrating competency in their learning goals, informed by the learning sciences.
 1a. Students articulate and set personal learning goals, develop strategies leveraging
technology to achieve them and reflect on the learning process itself to improve learning
outcomes.
 1b. Students build networks and customize their learning environments in ways that
support the learning process.
 1c. Students use technology to seek feedback that informs and improves their practice
and to demonstrate their learning in a variety of ways.
 1d. Students understand the fundamental concepts of technology operations, demonstrate
the ability to choose, use and troubleshoot current technologies and are able to transfer
their knowledge to explore emerging technologies.

Standard 2: Digital Citizen
Students recognize the rights, responsibilities and opportunities of living, learning and
working in an interconnected digital world, and they act and model in ways that are safe, legal
and ethical.
 2a. Students cultivate and manage their digital identity and reputation and are aware of
the permanence of their actions in the digital world.
 2b. Students engage in positive, safe, legal and ethical behavior when using technology,
including social interactions online or when using networked devices.
 2c. Students demonstrate an understanding of and respect for the rights and obligations of
using and sharing intellectual property.
 2d. Students manage their personal data to maintain digital privacy and security and are
aware of data-collection technology used to track their navigation online.
Standard 3: Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct
knowledge, produce creative artifacts and make meaningful learning experiences for themselves
and others.
 3a. Students plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.
 3b. Students evaluate the accuracy, perspective, credibility and relevance of information,
media, data or other resources.
 3c. Students curate information from digital resources using a variety of tools and
methods to create collections of artifacts that demonstrate meaningful connections or
conclusions.
 3d. Students build knowledge by actively exploring real-world issues and problems,
developing ideas and theories and pursuing answers and solutions.
Standard 4: Innovative Designer
Students use a variety of technologies within a design process to identify and solve
problems by creating new, useful or imaginative solutions.
 4a. Students know and use a deliberate design process for generating ideas, testing
theories, creating innovative artifacts or solving authentic problems.
 4b. Students select and use digital tools to plan and manage a design process that
considers design constraints and calculated risks.
 4c. Students develop, test and refine prototypes as part of a cyclical design process.
 4d. Students exhibit a tolerance for ambiguity, perseverance and the capacity to work
with open-ended problems.
Standard 5: Computational Thinker
Students develop and employ strategies for understanding and solving problems in ways
that leverage the power of technological methods to develop and test solutions.
 5a. Students formulate problem definitions suited for technology-assisted methods such
as data analysis, abstract models and algorithmic thinking in exploring and finding
solutions.
 5b. Students collect data or identify relevant data sets, use digital tools to analyze them,
and represent data in various ways to facilitate problem-solving and decision-making.
 5c. Students break problems into component parts, extract key information, and develop
descriptive models to understand complex systems or facilitate problem-solving.

 5d. Students understand how automation works and use algorithmic thinking to develop a
sequence of steps to create and test automated solutions.
Standard 6: Creative Communicator
Students communicate clearly and express themselves creatively for a variety of purposes
using the platforms, tools, styles, formats and digital media appropriate to their goals.
 6a. Students choose the appropriate platforms and tools for meeting the desired objectives
of their creation or communication.
 6b. Students create original works or responsibly repurpose or remix digital resources
into new creations.
 6c. Students communicate complex ideas clearly and effectively by creating or using a
variety of digital objects such as visualizations, models or simulations.
 6d. Students publish or present content that customizes the message and medium for their
intended audiences.
Standard 7: Global Collaborator
Students use digital tools to broaden their perspectives and enrich their learning by
collaborating with others and working effectively in teams locally and globally.
 7a. Students use digital tools to connect with learners from a variety of backgrounds and
cultures, engaging with them in ways that broaden mutual understanding and learning.
 7b. Students use collaborative technologies to work with others, including peers, experts
or community members, to examine issues and problems from multiple viewpoints.
 7c. Students contribute constructively to project teams, assuming various roles and
responsibilities to work effectively toward a common goal.

 7d. Students explore local and global issues and use collaborative technologies to work
with others to investigate solutions.

Appendix B
Universal Design for Learning (UDL)
UDL is a standard that is most concerned about ensuring universal accessibility for everyone,
everywhere and with any specific challenge, often referred to as a diversity (Johnson, 2018). The
UDL approach to instructional design is intended for consideration from the outset of a design or
redesign proposal and should be consulted with each suggestion or recommendation to ensure
that the specific item under consideration meets the standards as well as to ensure that the overall
UDL integrity of the course or lesson has not been impaired, and that “all individuals [have] an
equal opportunity to learn, regardless of diversities and exceptionalities” (Johnson, 2018, p. 2).
According to UDL guidelines of CAST.org (CAST, 2018), the three categories within
UDL are engagement, representation and action & expression. Each category has three different
levels of student engagement from an access level, growing toward great application in the build
phase, ending up in the internalized phase where students are able to take agency in their own
learning process. When the internalization phase is achieved, learners in the three categories are
referred to, in order, as purposeful & motivated, resourceful & knowledgeable and strategic &
goa-directed. (2018).
UDL Guidelines and Checkpoints
Representation | Perception, language & symbols, comprehension
Guideline 1 – Perception. Interact with flexible content that doesn't depend on a single
sense like sight, hearing, movement, or touch.
 Checkpoint 1.1 - Offer ways of customizing the display of information
 Checkpoint 1.2 - Offer alternatives for auditory information
 Checkpoint 1.3 - Offer alternatives for visual information

Guideline 2 - Language & Symbols. Communicate through languages that create a
shared understanding.
 Checkpoint 2.1 - Clarify vocabulary and symbols
 Checkpoint 2.2 - Clarify syntax and structure
 Checkpoint 2.3 - Support decoding of text, mathematical notation, and symbols
 Checkpoint 2.4 - Promote understanding across languages
 Checkpoint 2.5 - Illustrate through multiple media
Guideline 3 - Comprehension. Construct meaning and generate new understandings.
 Checkpoint 3.1 - Activate or supply background knowledge
 Checkpoint 3.2 - Highlight patterns, critical features, big ideas, and relationships
 Checkpoint 3.3 - Guide information processing and visualization
 Checkpoint 3.4 - Maximize transfer and generalization
Action & Expression | Physical action, expression & communication, executive
functions
Guideline 4 - Physical Action. Interact with accessible materials and tools.
 Checkpoint 4.1 - Vary the methods for response and navigation
 Checkpoint 4.2 - Optimize access to tools and assistive technologies
Guideline 5 - Expression & Communication. Compose and share ideas using tools that
help attain learning goals.
 Checkpoint 5.1 - Use multiple media for communication
 Checkpoint 5.2 - Use multiple tools for construction and composition
 Checkpoint 5.3 - Build fluencies with graduated levels of support for practice and
performance
Guideline 6 - Executive Functions. Develop and act on plans to make the most out of
learning.
 Checkpoint 6.1 - Guide appropriate goal-setting
 Checkpoint 6.2 - Support planning and strategy development
 Checkpoint 6.3 - Facilitate managing information and resources
 Checkpoint 6.4 - Enhance capacity for monitoring progress
Engagement | Recruiting interest, sustaining effort & persistence, self regulation
Guideline 7 - Recruiting Interest. Spark excitement and curiosity for learning.
 Checkpoint 7.1 - Optimize individual choice and autonomy
 Checkpoint 7.2 - Optimize relevance, value, and authenticity
 Checkpoint 7.3 - Minimize threats and distractions
Guideline 8 - Sustaining Effort & Persistence. Tackle challenges with focus and
determination.
 Checkpoint 8.1 - Heighten salience of goals and objectives
 Checkpoint 8.2 - Vary demands and resources to optimize challenge
 Checkpoint 8.3 - Foster collaboration and community
 Checkpoint 8.4 - Increase mastery-oriented feedback
Guideline 9 - Self Regulation. Harness the power of emotions and motivation in
learning.
 Checkpoint 9.1 - Promote expectations and beliefs that optimize motivation
 Checkpoint 9.2 - Facilitate personal coping skills and strategies
 Checkpoint 9.3 - Develop self-assessment and reflection

Appendix C
Technological Pedagogical Content Knowledge (TPCK)
“TPCK, also referred to as TPACK (technology, pedagogy, and content knowledge), is a
framework […] [that] is directed primarily toward the teacher’s teaching methodology and
personal knowledge of the content being taught” (Johnson, 2018, p. 3) and is concerned with the
technology, pedagogy and content knowledge and their various intersections, or combinations
(Johnson, 2018). The perspectives include technical knowledge (TK), content knowledge (CK),
pedagogical knowledge (PK), technology and content knowledge (TCK), technology and
pedagogical knowledge (TPK), pedagogical and content knowledge (PCK) and the ultimate goal
of all three categories interacting together: technological, pedagogical and content knowledge
(TPCK).
The following descriptions of this academic and educational standard come from an
article that was written by Matthew Koehler (2012) and resides on his personal website for the
purpose of explaining TPCK and its applications. As standards, the following content is
referenced verbatim.
Content Knowledge (CK)
““Teachers’ knowledge about the subject matter to be learned or taught. The content to
be covered in middle school science or history is different from the content to be covered in an
undergraduate course on art appreciation or a graduate seminar on astrophysics… As Shulman
(1986) noted, this knowledge would include knowledge of concepts, theories, ideas,
organizational frameworks, knowledge of evidence and proof, as well as established practices
and approaches toward developing such knowledge” (Koehler & Mishra, 2009).” (Koehler,
2012, para 4)
Pedagogical Knowledge (PK)
““Teachers’ deep knowledge about the processes and practices or methods of teaching
and learning. They encompass, among other things, overall educational purposes, values, and
aims. This generic form of knowledge applies to understanding how students learn, general
classroom management skills, lesson planning, and student assessment.” (Koehler & Mishra,
2009).” (Koehler, 2012, para 5)
Technology Knowledge (TK)
“Knowledge about certain ways of thinking about, and working with technology, tools
and resources. and working with technology can apply to all technology tools and resources. This
includes understanding information technology broadly enough to apply it productively at work
and in everyday life, being able to recognize when information technology can assist or impede
the achievement of a goal, and being able continually adapt to changes in information technology
(Koehler & Mishra, 2009).” (Koehler, 2012, para 6)
Pedagogical Content Knowledge (PCK)
““Consistent with and similar to Shulman’s idea of knowledge of pedagogy that is
applicable to the teaching of specific content. Central to Shulman’s conceptualization of PCK is
the notion of the transformation of the subject matter for teaching. Specifically, according to
Shulman (1986), this transformation occurs as the teacher interprets the subject matter, finds
multiple ways to represent it, and adapts and tailors the instructional materials to alternative
conceptions and students’ prior knowledge. PCK covers the core business of teaching, learning,
curriculum, assessment and reporting, such as the conditions that promote learning and the links
among curriculum, assessment, and pedagogy” (Koehler & Mishra, 2009).” (Koehler, 2012, para
7)
Technological Content Knowledge (TCK)
““An understanding of the manner in which technology and content influence and
constrain one another. Teachers need to master more than the subject matter they teach; they
must also have a deep understanding of the manner in which the subject matter (or the kinds of
representations that can be constructed) can be changed by the application of particular
technologies. Teachers need to understand which specific technologies are best suited for
addressing subject-matter learning in their domains and how the content dictates or perhaps even
changes the technology—or vice versa” (Koehler & Mishra, 2009).” (Koehler, 2012, para 8)
Technological Pedagogical Knowledge (TPK)
““An understanding of how teaching and learning can change when particular
technologies are used in particular ways. This includes knowing the pedagogical affordances and
constraints of a range of technological tools as they relate to disciplinarily and developmentally
appropriate pedagogical designs and strategies” (Koehler & Mishra, 2009).” (Koehler, 2012,
para 9)
Technological Pedagogical Content Knowledge (TPACK)
““Underlying truly meaningful and deeply skilled teaching with technology, TPACK is
different from knowledge of all three concepts individually. Instead, TPACK is the basis of
effective teaching with technology, requiring an understanding of the representation of concepts
using technologies; pedagogical techniques that use technologies in constructive ways to teach
content; knowledge of what makes concepts difficult or easy to learn and how technology can
help redress some of the problems that students face; knowledge of students’ prior knowledge
and theories of epistemology; and knowledge of how technologies can be used to build on
existing knowledge to develop new epistemologies or strengthen old ones” (Koehler & Mishra,
2009).” (Koehler, 2012, para 10)

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Learn4Life and King’s Cross Church

Technology Implementation Plan for 2019

TIP 5: Executive Summary ........................................................................................................... 32

Technological Content Knowledge (TCK) ............................................................................... 51

Technology Implementation Plan

community, Learn4Life, a ministry of KCC, provides classes in English as a Second Language

communication, a shared language, is essential in order to fulfill the commands of Christ.

This Technology Implementation Plan (TIP) addresses diversity awareness, specifically

together serve as an overall strategy to improve instructional practices.

TIP 1: Action Plan: Vision, Mission, Goals

confident, contributing members of a global society.

an all-encompassing approach in teaching, engaging and equipping the English as a Second

Goals and Strategies

dependable, accessible and engaging to all learners.

o Strategy 1: Learners will receive instruction in utilizing accessibility tools and

technologies in the current operating systems (See Appendix B, Guideline 1, 4).

programs and audio-visual resources accessible by computer, cell phone, tablets

and players (See Appendix B, Guideline 1, 4, 5).

English vocabulary and grammar

o Strategy: Learners will create Pinterest (Pinterest, 2018) (See Appendix A,

Appendix B, Guideline 2, 3, 5), for English vocabulary, etymological/original

generating a personalized online dictionary and reference.

 Goal 3: Prepare learners to be responsible citizens or residents, technologically literate,

and globally interactive

o Strategy 1: Learners will use the Goodwill Community Foundation’s (GCF’s)

online learning site (Goodwill, 2018) to develop competence and confidence

own creation to other English language learners.

create an interactive website to teach a personal or researched skill to other ESL

learners, both locally and online.

and the refining of language accent perception and production.

5, 6, 8), Hellolingo (Vanderydt, Stanley & Heckler, 2018), an interlingual chat

5c; See Appendix B, Guideline 1, 2, 5, 6, 8) to practice and perfect natural

English pronunciation and communication.

 Goal 5: Equip learners to be confident leaders and problem solvers

o Strategy: Learners will collaborate with colleagues and facilitate a relationship

PowerPoint-type presentation of learning highlights throughout the course,

Appendix B, Guideline 1, 2, 5, 6, 7, 8, 9), presented to friends, family and

community invited to the Open House Graduation Party.

TIP 2: Needs Assessment

Flexible curriculum for individualization Privately-developed curriculum is not

Growing Spanish community Immigration politics could scare away

residents. The Hispanic community in Seguin is a tight-knit group, providing substantial

sustainable for the foreseeable future, in spite of the limited budget.

of any challenges disclosed.

Learner in context: Demographics.

 The population of Seguin is 27, 543 (Data USA, 2016)

White and 6.9% Black.

undocumented (Ura & McCullough, 2015

 Non-English speakers in Seguin number 34.1% of the population (2016)

 Only 4.5% of the population are not U.S. citizens (2016)

residents is 43 years old (2016)

(@400,000) students with LDs (US Dept. of Education, 2010).

TIP 3: The Planning Process

Goals and Objectives with Strategies and Measures

Goal ISTE / UDL Strategy

Strategy 3: After the initial

available as apps for mobile

4: Provide a variety of ISTE (ISTE, 2018) – Appendix A Strategy: Learners will

5: Equip learners to be ISTE (ISTE, 2018) – Appendix A Strategy: Learners will

instructor of record to implement the technology plan for NEESS.

The vulnerabilities of sustainability with the continued availability of a customized

students whether they move away voluntarily or are deported.

design and online instruction.

communication, November 21, 2018).

Free Technology to be Utilized  

Before the lesson: 

Technology Integration: Please see above. 

After the lesson: 

Before the lesson: 

Technology Integration: Please see above. 