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Science for All: Engaging English Learners in NGSS Science and Engineering Practices

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Participate and share : Poster

Wednesday, December 2, 4:30–5:30 pm PST (Pacific Standard Time)

Dr. Heather Pacheco-Guffrey  
Dr. Jeanne Ingle  

Learn about apps and online resources for immersing your English learners in authentic Next Generation Science Standards and engineering practices. This session will be supplemented with web-based and app resources mapped to NGSS. Curated lists of resources with alignment to NGSS will be shared.

Audience: Teachers, Teacher education/higher ed faculty, Technology coordinators/facilitators
Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Topic: Universal Design for Learning/differentiated learning
Grade level: 3-5
Subject area: Science, ESL
ISTE Standards: For Educators:
  • Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.
  • Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.

Proposal summary

Purpose & objective

The purpose of this presentation is to share domain-specific apps and web based technology to authentically engage diverse learners in Next Generation Science Standards (NGSS) Science and Engineering Practices. In the U.S., science is often taught through reading. This poses two major challenges for English learners to be successful in science learning. First, English learners who read below grade level are excluded from their grade level science content because they can’t access the content through reading. Second, NGSS has included not only content standards for student learning but also authentic practices that scientists actually engage in to perform their work. In order for students to build their proficiency in today’s science learning, they must do more than read about science. The must do science! This presentation will share effective and engaging technology to do science.

This presentation is designed to help educators build their technological pedagogical content knowledge (TPACK) for using technology to engage learners in NGSS Science and Engineering Practices. Though specific apps will be presented, this presentation will also share how to effectively use the technology to develop student proficiency in NGSS Science and Engineering Practices. All teaching strategies will be connected to the National Science Teacher Association (NSTA)’s Performance Expectations for the NGSS Science and Engineering Practices ( to ensure developmentally appropriate expectations for student performance. Highlighted apps are free or low cost and will include those from First8Studios, Google, Marco Polo, Crack the Books, TinyBop, WWF and more.

Supporting research

Terrazas-Arellanes, F. E., Gallard M., A. J., Strycker, L. A., & Walden, E. D. (2018). Impact of interactive online units on learning science among students with learning disabilities and English learners. International Journal of Science Education, 40(5), 498–518.
Ryoo, K., & Bedell, K. (2019). Supporting linguistically diverse students’ science learning with dynamic visualizations through discourse‐rich practices. Journal of Research in Science Teaching, 56(3), 270–301.

Ryoo, K. (2015). Teaching Science Through the Language of Students in Technology-Enhanced Instruction. Journal of Science Education & Technology, 24(1), 29–42.

Lee, O., Quinn, H., & Valdés, G. (2013). Science and Language for English Language Learners in Relation to Next Generation Science Standards and with Implications for Common Core State Standards for English Language Arts and Mathematics. Educational Researcher, 42(4), 223–233. doi: 10.3102/0013189x13480524

Ryoo, K., & Bedell, K. (2017). The effects of visualizations on linguistically diverse students’ understanding of energy and matter in life science. Journal of Research in Science Teaching, 54(10), 1274–1301.

More [+]


Dr. Heather Pacheco-Guffrey, Bridgewater State University
Dr. Jeanne Ingle, Bridgewater State University

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