Impact of Technology on Newcomer Sense of Belonging: Classroom Considerations

• In Event: Fostering Soft Skills and Belonging in Youth Development

Proposal

Abstract
Recently arriving to U.S. schools, immigrant adolescents in a large, urban high school shared perspectives in this descriptive, single-site case study aiming to improve schooling for a more equitable educational experience. Through a large administration of a survey and interviews, this study examined the aspects of being and becoming a high school student and what newcomers shared that contributed to their belonging during a socio-political climate of xenophobia, racist rhetoric, and immigration uncertainties. This paper highlights five of nine components of the high school classroom experience were used to support, or dismantle, feelings of belonging, connection, value, and acceptance in school spaces. These highlight the role of technology in classroom practices and fostering belonging. Recommendations from newcomers result for high school leaders and practitioners.

Study Objectives
Drawing on sociocultural theory, originating from Vygotsky (1978), the focus of this study was components of the educational experience that newcomers identified that fostered or hindered belonging. This study adds to the body of research on student belonging, focusing on secondary multilingual learners (MLLs) being welcomed into the US education system. According to Mitchell (2012), “A multilingual learner is a student whose daily lived reality necessitates the negotiation of two or more languages” (p. 1), one of them being English. Of the nine components of belonging shared by newcomers, this portion of the larger study will highlight the five components of students’ classroom experiences that contributed to their sense of belonging, with a specific focus on the role of technologies in students’ experiences. The resulting conclusions provide student perspectives on what leaders and practitioners could implement to help foster a sense of belonging.

Methods
Case study research was utilized in this study, employing a holistic, single-site design (Yin, 2018). The phenomenon of interest was Goodenow’s (1993) definition of a sense of belonging for adolescents. Interviews were conducted with fourteen newcomers (see Table 1) to elicit perceptions, feelings, attitudes, and ideas of participants about their lived experience and sense of belonging as newly arrived immigrant students. The interviews occurred at the onset of the COVID-19 pandemic, where students were leveraging technology more than ever before for learning and communication. This portion of the larger study focuses on interview data that highlights classroom digital and technology experiences. MLLs were encouraged to share their thoughts in the language of their preference (L1 or L2).

Results
This paper discusses five of nine critical components (see Figure 1) to school belonging that relate to the daily school experience and will highlight the role of technology in their learning, communication, and relationship building. These five components are: classroom collaborative structures; participation and engagement in during and after school activities; preparing students for the future, tailored and extensive course offerings, and orientation to material and human resources. School practitioners can leverage newcomers’ perspectives to enhance the schooling experience.
For example, the technology available to students before and at the onset of the COVID-19 pandemic was mentioned frequently by students. Students in this high school are 1:1 with Chromebooks. Immediately upon enrollment, each student receives a laptop to use for the year. Students can also take them home and are provided with a school internet hotspot if they do not have the internet at their home. Students mentioned that peers were incredibly helpful as they learned how to use their new computer. Along with the computer, Maryam, an 18-year-old newcomer from Afghanistan, had access to research data from a library database for a large AP Seminar project. This resource was instrumental in her success. The technology resources provided students with an opportunity to participate and engage academically.
Additionally, Ben, a 17-year-old newcomer arriving from the Ivory Coast, highlighted how technology was used for communication and relationship building, saying, “All my teachers email me, call me, try to check on me, check on my father, actually, some of my teachers text me like ‘hey, how are you doing?’ They’re all nice, always smiling. They’re patient.” Three students shared that during COVID-19, teachers were calling, texting, using Facebook, and Zoom to get in contact. Gabriella appreciated her teachers’ use of Facebook, saying,
Fue como que se acopló a la tecnología de hoy en día, entonces siempre nos decía “dónde estén quiero estar yo para enseñarles,” eso fue muy bonito [It was like he coupled up to today’s technology, so he always told us, “Where you are I want to be to teach you.” That was very nice].
These examples show students’ recognition of their teachers’ deep care and authentic concern for students and how technology made it possible.
Students shared implications and considerations for school leaders and teachers (see Table 2). During this paper presentation, multilingual participant voice recordings will be shared.

Scholarly significance of the study
With hundreds of students arriving at different times from over 100 countries, there is much for new students to absorb and navigate. Acclimation to a new school and all it has to offer is a challenge. In contrast to Ruiz-de-Velasco et al.’s (2000) findings that MLL teachers typically have insufficient access to needed resources, inadequate teaching space, and struggle to reach increasingly diverse immigrant-origin students, students in this specially designed newcomer program had access to robust resources. The challenge is communicating these supports to students and families. In their interviews, some students were not as familiar with all the resources available to them, especially tutoring, technology, and after-school supports. However, by orienting students upon enrollment to the menu of resources and supports available, students can begin to acclimate and feel welcomed and supported.
This paper will share practices recommended by newcomers to set up a daily school setting conducive to foster belonging. The purposeful inclusion of only participants that were high school newcomers allows educators, leaders, and policymakers alike to learn directly from student voices and ensure schools are a place where newcomers belong.

Author

• Kristen McInerney, RTI International