How technology affects instruction for English learners

Abstract

In response to federal policy and the COVID-19 pandemic, schools and districts are using technology to support students designated as English learners (ELs). However, school leaders and teachers have little guidance about how to implement technology effectively to foster these students’ language development and content instruction. To address this need, Jennifer Altavilla raises three concerns specific to technology use with ELs: (1) Technology accessibility and use are equally important, (2) Technologies have baked-in biases, (3) Technology should promote authentic social interaction.