Implications for Research and Practice: National Survey Findings on Technology and English Learners in Grades K–12

• In Event: What Districts and Teachers Say About Educational Technology Use With English Learners: National Study Findings

Abstract

Objectives. The paper presents survey findings from a national study on the use of educational technology in instructing EL students. The discussion highlights key findings, identifying gaps and implications for priorities in research and practice.
Perspectives. English learners (ELs) are a diverse group and one of the fastest growing student demographics in the United States. There are approximately 5 million ELs in grades K-12—about 10 percent of all enrolled students—and numbers of ELs continue to grow (U.S. Department of Education, 2017, 2018). Also in recent years, teachers have gained access to digital technologies. As of 2009 almost all teachers (97 percent) had one or more computers in their classrooms and most reported using technology for instruction (Gray, Thomas, and Lewis 2010a, 2010b).
However, there have been no national data on use of digital technologies in instructing ELs. The recently completed national descriptive study addresses this gap in the field. The study collected data on reported use of Digital Learning Resources (DLRs): applications, software, programs, or websites designed to engage students in learning activities and support students’ learning goals.
Methods. The study included a nationally representative survey of districts that enrolled ELs, a survey of teachers of ELs, and six district case studies. Research questions addressed how districts and teachers identified DLRs for instructing ELs, the types of DLRs used with ELs and frequency of use; supports and barriers to using DLRs in instructing ELs; and recommendations from district administrators and teachers on how to improve the usefulness of DLRs in instructing ELs.
Data sources. Data were from 767 districts that enrolled EL students (269 high-EL, 265 moderate-EL, and 233 low-EL districts (with 100 or fewer ELs) and 706 teachers of ELs (457 mainstream, 232 EL specialists, and 17, unknown type). Teacher respondents were from a probability sample (selected from school lists) and a principal-selected sample.
Results. Most (85%) teachers reported using DLRs in instructing ELs, and of these, most (85%) used DLRs designed for general education weekly or daily with ELs. Other findings included:
• Most teachers used recommendations from fellow teachers (91%) and administrators (86%) o identify DLRs.
• Most (84%) of EL specialists reported 10 or fewer hours of professional development in DLR use over three years, compared with 47% of mainstream teachers.
• High-EL districts were more likely than low-EL districts to report that they looked for features to support ELs when selecting DLRs (83% high-EL vs. 57% low-EL) and to report providing professional development for teachers on integrating DLRs (60% vs. 30%).
• Recommendations included: design DLRs to engage ELs in academic content while building language skills; embed visual, auditory, and other support features in DLRs; provide multiple languages; and provide grade-level content and design for older beginner ELs.
Significance. The study offers the first national data on use of DLRs in instructing ELs in grades K-12. The session discusses key findings, questions, and implications for research, policy, and practice to promote EL students’ gains in academic achievement and language proficiency.

Authors

• Annette M. Zehler, Education and Language Research Group, LLC

• Yesim Yilmazel-Sahin, OneWorld Linguistic Consulting LLC