Technology has fundamentally altered the sensory experiences of play and offers new mediated ways to engage with learning both in and out of the classroom. Transforming learning requires a commitment at the philosophical, theoretical, curricular and individual levels in order for students to transform themselves into self-regulating learners who are able to synthesise information in terms of 21st century skills. Therefore, it is critical to develop the requisite lifelong learning skillset that stresses the effective use of technology through organic play experiences within the classroom. Effectively intertwined together through skilful integrated curriculum development and master teaching founded in a lifelong learning orientation organic play opportunities that are mediated through technology can foster effective identity development. This presentation investigates the synergy between (1) L2 identity development, (2) incorporating organic play and (3) partnering with technology towards the development of self-regulating learners through a coordinated digital movie project. Within a one-semester communication course for Japanese learners of English, I show the structure of the course and highlight the initial phase of the three-phase curriculum process. The development of an L2-identity is the doorway to a comprehensive learning mindset and skillset. Japanese students have often had their role within second-language classrooms laid out to reflect Japanese value-based set-social-practices, which significantly limits their L2-identity development. This has great potential to significantly change in a classroom that reflects an integrated approach. Based on Marcia (1966) and Vignoles et al (2012), in phase 1 each learner is mentored on how to develop an L2 identity through communicative commitment. This commitment develops learner control over their L2 identity from a personal, relational, social, and material perspective and opens access to autonomy and agency skills through reflection and hypothesis testing.