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What are the barriers to the implementation of technology for English learners?
What are the barriers to the implementation of technology for English learners?
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Introduction
Introduction
Over recent decades, technology has increased its role significantly in classrooms every year. Teachers have increasingly incorporated technology into their classrooms to better support students. The increased integration of technology in the classroom is no exception for English Language Learners in reading and writing. Most school districts assign computing devices to students for their use in the classroom. In many instances, students can take these same devices home, making learning both in and outside of the classroom setting possible. The availability of technology in school and at home increases pressure on teachers to select learning tools appropriately and oversee the integration and support of these technological tools.
As a supplement to face-to-face teaching of EL students when both onsite and offsite access to technological tools for EL students are considered, districts are presented with a challenging question. What barriers exist in implementing technology well in and out of the classroom? Do structural barriers to the successful implementation of technology exist? How critical to the successful integration of technology is it that teachers feel confident in their facility with technological tools? Studies have shown that technology is most beneficial in supporting English Language (EL) students when teachers first feel comfortable using the technology to support the learner (Lecocq, 2015). Researchers have also shown that equipping teachers and students with knowledge about useful educational tools and apps prepares them for more learning opportunities (Delacruz, 2014).
It is important to remember that many EL students utilize technology for visual aids, vocabulary development, and translation tools that can support their language development. Even though technology can provide additional support for EL students, many barriers still exist when implementing technology in the classroom (Padrón, Waxman, Lee, Lin, & Michko, 2012). Teachers often have little to no support from districts regarding training on new software and learning ways to integrate technology into their pedagogy. If teachers do not feel adequately trained or supported by their districts, and if peer support is not readily available, then the likelihood that teachers will fully integrate technology that could potentially aid English language learners in the classroom is low (Padrón et al., 2012). For these reasons, it is critical that district leadership seriously consider mitigating any barriers to the integration of technology for English language learners in the classroom.
Themes
Themes
Teachers need ICT skills!
Implementation Considerations or Barriers
Implementation Considerations or Barriers
When designing a potential implementation of technological support for English Language Learners (ELL), considerations about barriers to the success of implementation need to be made. Based on the findings within the literature, the most significant barriers to implementation are the difficulty accessing technology and overall support from the administration (Lecocq, 2015).
The ability to access technology is a significant concern in many places, and the ELL landscape is no exception. Many researchers identified the difficulties accessing technology or consistent IT infrastructure as a barrier in their studies (Lecocq, 2015; London et al, 2008; Preetha, 2018; Shalevska, 2021). This barrier forced many to implement technological supports that were either free or very inexpensive. The lower cost of the support did not mean that teachers were less effective or that students would learn less if lower-cost or free curricular tools were implemented. For example, Shalevska (2021) explored changes in student sentiment about ELL lessons from the implementation of free online activities such as: “Kahoot, Nearpod, Google Jamboard, Answer Garden, Slido, etc.” The study found that overall, students enjoyed these activities compared to in-person ELL lessons, and teachers found these lessons positively impacted student learning. The fact that the tools were free did not impact the quality of student learning or the students’ sentiment surrounding their introduction to the curriculum.
In addition, a study conducted by Early and Kenrich (2020) to examine the integration Content Based Instruction (CBI), which is a curricular approach for second language education, have revealed that administration may have underestimated the required resources needed to successfully integrate CBI. The required three resources mentioned in that research were physical, human, and social. When discussing physical resources, the participating school in study lacked basic school supplies, such as paper; yet the use of CBI required the use of Ipads (Early & Kenrich, 2020). Therefore, school administration should take into consideration being able to provide adequate physical resources before integrating CBI. Moving along to human resources, to engage in inquiry-based pedagogies, great amount of time and energy necessary (Early & Kenrich, 2020). Lastly, Early and Kenrich (2020) mentioned the need for more institutional support is required to help support the teacher. Once again, school administration needs to take in consideration when integrating technology in the school setting requires immense number of resources and support.
The cost of resources was a consistent theme in many other studies, even if it was not always explicit in the purpose of the research. In a 2018 study, Preetha found that tools like an interactive whiteboard were “a conduit to support conversations in the classroom.” We may think of interactive whiteboards as a standard fixture in modern classrooms. Still, such devices are a significant investment for many schools, and even in the case of districts that have them, they are not always implemented in their learning environments. The use of technologies such as Virtual Reality (VR) and Augmented Reality (AR) have been identified as tools that are “highly desirable because it can support learners' interaction and simulate real-life scenarios the learners are likely to encounter” (Anas, Amansyah, Musdariah, Irmawati, 2020). Simplified and inexpensive options like Google cardboard headsets, which support any type of VR/AR experience, are still hundreds of dollars each, so hi-tech options like these are not realistic for the average ELL student.
In addition, a study conducted by Early and Kenrich (2020) to integrate Content Based Instruction (CBI), which is a curricular approach for second language education, noted that expertise teachers have expressed.
The need for financial support is a significant barrier to implementation. However, even before securing financial support, educators need to have training and troubleshooting support resources made available to them by their administration. Working effectively with ELL students requires specific pedagogical techniques, which is compounded by the complexities of implementing new technologies. In order to cleanly implement these techniques and technologies, educators need to have quality professional development opportunities provided to them (Lecocq, 2015). Even so, some professional development supported by administrators is not adequate. In order to truly be effective in the implementation of technological resources for ELL students, there needs to be a commitment to long-term technical support by school districts (Anas, Amansyah, Musdariah, Irmawati, 2020; Andrei, 2016; Shahbazi, 2020).
Teachers want to provide their students with educational technology but the cost of efficient technology is too high. In order to support ELLs in the classroom, teachers need the appropriate technology to support them.
London et al. (2008) did 6 case studies to see how community technology centers ( CTCs) served their immigrant youth population in various California cities, from 2004-2006. They provided access to quality technology that families or schools could not otherwise afford or have access to. They also provided support staff that spoke their home languages to help with homework or technology use. Some CTCs even offered video recording training that could then be used as a job skill.
This graph shows the access to ICTs for different immigrant populations (p.2).
Immigrant Hispanic families often lack access to internet and digital devices and parents may not have personal experience or knowledge relating to technology. Despite this lack of knowledge, immigrant Hispanic parents will often prioritize their students educational needs, including technology (Joan Ganz Cooney Center, n.d.).
This infographic include data relating to technology access for immigrant Hispanic families.
Click here for full English infographic, or on image
Click here for full Spanish infographic
This video highlights the barriers that ELLs face regarding technology, as well as the benefits on ELLs reading achievement. Teachers can use this video for ideas on how to implement technology to support ELLs (Kalivitis, 2019).
Teacher Self-Efficacy and Integration
Teacher Self-Efficacy and Integration
When utilizing technology to support EL students, teachers play an essential role in supporting student academic development. Simply requiring that students use technological tools provided by districts is inadequate in ensuring that supports are in place to facilitate and support EL learning. Therefore, to adequately support ELs through technology, teachers must build a stronger sense of self-efficacy and be trained on the effective use of technology. With higher confidence levels through training, teachers will be more likely to utilize technology in purposeful and meaningful applications to support EL students.
While technology has been integrated into the classroom for many years, knowing how to use it to support EL students requires a different skill set. A study on how technology can enhance the experience of EL students found that technology is most beneficial in supporting EL students when teachers first feel comfortable using the technology to support the learner (Lecocq, 2015). A higher sense of self-efficacy is essential because if a teacher does not feel comfortable using technology, most likely, it will not be integrated in a way that can support EL students' growth. It was also noted that teachers with more adaptable qualities and a growth mindset would be more open to using technology to support ELs (Shahbazi, 2020.) These studies show that both mindset and confidence play a huge factor in the teacher's decision to integrate technology to support EL students.
Teachers will display lower rates of technology integration if they are not comfortable with the tools in the classroom. Therefore, many researchers have recognized the need for Information and Communication Technology (ICT) training (Darling-Aduana et al., 2018; Røkenes & Krumsvik, 2016; Shahbazi, 2020). A study that examined EL student teachers found that the teachers requested more training and time to experiment with digital storytelling resources to become more competent. These requests demonstrate that new teachers want the chance to use and understand digital tools before attempting to integrate them into their teaching. Andrei (2019) identified that teachers could benefit from training to get students to use technology as a scaffold for their content and language learning. School administration leaders should not assume that all teachers will know how to utilize technology to scaffold and support ELs but instead provide adequate training on the use of technology in education. This importance of training was underscored by Darling-Aduana et al. (2018). Their study found that if teachers were highly trained, they would have more expertise in resolving technology issues, affording more time to support EL students with instructional practices. They noted that teachers with higher ICT skills could adapt their digital lessons to create a better learning environment for ELs.
Teachers with higher confidence and more training in supporting EL students will then be more purposeful and efficient with how they use technology. Teachers with higher ICT skills can plan digital scaffolds and supports that engage EL students in academic learning. In one study, teachers used digital jumpstarts (DJ), essentially short video clips, to present information. Researchers found that when teachers provided these videos with embedded language support, it helped students make connections between the content and their daily life (Jones et al., 2022). This demonstrates that if teachers know how to utilize the technology, they can purposely integrate different multimedia tools that provide support and meaningful learning for EL students. Shabazi (2020) examined how the iLit program supported and differentiated instruction for EL students but also noted that "it requires personalized and meaningful experiences attained through teachers adapting the material through choice and their awareness of their student's strengths and areas of need" (p. 23). Therefore, even with technological support, the teacher must be adaptable and intuitive when adapting resources to support all students in their class. Wolf and Lopez (2022) asserted that teachers using digital formative assessments with EL students were highly engaging due to a digital platform providing visual features, read-aloud options, and interactive interphase. This demonstrates that technology can offer EL students extra support when it comes to vocabulary and can be more engaging. Nevertheless, utilizing technology to support EL students ultimately revolves around the teacher's confidence, training, and purpose for integrating technology.
This video shows the importance of providing quality professional development to teachers. In order for teachers to support ELLs in the classroom, they need to feel supported themselves
This video provides a general overview of what self-efficacy is and how we can increase self-efficacy among teachers and their students.
This video provides a quick overview of the barriers that teachers encountered when using information and communications technology (ICT).
Discussion
Discussion
School districts emerging from the COVID-19 pandemic are working to bring teachers and students back to classrooms after a period where technology made emergency remote teaching possible. This use of technology has become so ubiquitous that teachers are now expected to integrate technology with their pedagogy in previously unforeseen ways. Issues surrounding the introduction of technology in the classroom are shared among all student subgroups, including English language learners. Barriers to the successful implementation of technology in the classroom mirror those found in other subgroups of students. However, there are considerations unique to the English language learner population. District leadership should consider these when asking teachers to integrate technology into their pedagogical practices.
School districts emerging from the COVID-19 pandemic are working to bring teachers and students back to classrooms after a period where technology made emergency remote teaching possible. This use of technology has become so ubiquitous that teachers are now expected to integrate technology with their pedagogy in previously unforeseen ways. Issues surrounding the introduction of technology in the classroom are shared among all student subgroups, including English language learners. Barriers to the successful implementation of technology in the classroom mirror those found in other subgroups of students. However, there are considerations unique to the English language learner population. District leadership should consider these when asking teachers to integrate technology into their pedagogical practices.
The literature reviewed in this study suggests that two factors are particularly indicative of the success of technological initiatives: 1) Teachers’ positive self-efficacy relative to the use of technology, and 2) External barriers, including access to technology, cost, initial training, and ongoing support in the use of technology in the classroom. English language learners function well when they feel a sense of agency in the direction of their learning, in tandem with technologically confident teachers acting as facilitators in that learning process (Carhill-Poza, 2019). Self-efficacy among teachers is made possible through an interaction of a number of factors, including the investiture in ample technical training and support for the integration of technology into pedagogy, the establishment of peer mentoring and professional learning networks, and adequate ongoing technical support for teachers and students. The extent to which districts provide baseline levels of technical support will correlate with a decrease in anxiety that teachers feel in integrating technology into their learning. Teachers’ confidence levels are critical to the teacher-student relationship, a vital aspect of English language learning (Lecocq, 2015). In addition, students who initially were unconvinced of the technology's viability in the classroom could be swayed in favor of their usage by teachers who displayed confidence in their efficacy regarding technology and its usefulness in learning (Lee et al., 2019).
The literature reviewed in this study suggests that two factors are particularly indicative of the success of technological initiatives: 1) Teachers’ positive self-efficacy relative to the use of technology, and 2) External barriers, including access to technology, cost, initial training, and ongoing support in the use of technology in the classroom. English language learners function well when they feel a sense of agency in the direction of their learning, in tandem with technologically confident teachers acting as facilitators in that learning process (Carhill-Poza, 2019). Self-efficacy among teachers is made possible through an interaction of a number of factors, including the investiture in ample technical training and support for the integration of technology into pedagogy, the establishment of peer mentoring and professional learning networks, and adequate ongoing technical support for teachers and students. The extent to which districts provide baseline levels of technical support will correlate with a decrease in anxiety that teachers feel in integrating technology into their learning. Teachers’ confidence levels are critical to the teacher-student relationship, a vital aspect of English language learning (Lecocq, 2015). In addition, students who initially were unconvinced of the technology's viability in the classroom could be swayed in favor of their usage by teachers who displayed confidence in their efficacy regarding technology and its usefulness in learning (Lee et al., 2019).
Access issues and cost become other critical variables in the success of technological integration into pedagogy supporting English language learners. Teachers who find that students cannot afford technology or where access to hardware or software is unavailable often feel the need to backfill with resources they pay for out of pocket. Districts that allocate adequate funding in support of hardware and software for English language learners provide a positive learning environment for all and alleviate teachers' cost burden. Without those cost provisions, teachers are less likely to adopt technology tools that might otherwise be beneficial to their EL students. For example, Min Liu et al. (2014) noted that teachers found great benefit in encouraging iPads in their English language learners, with offsite access acting as a reinforcing agent in language acquisition for these students. Teachers who felt supported in the use of these devices by their districts were far more likely to introduce the use of tablets into their teaching practices than those who felt unsupported.
Access issues and cost become other critical variables in the success of technological integration into pedagogy supporting English language learners. Teachers who find that students cannot afford technology or where access to hardware or software is unavailable often feel the need to backfill with resources they pay for out of pocket. Districts that allocate adequate funding in support of hardware and software for English language learners provide a positive learning environment for all and alleviate teachers' cost burden. Without those cost provisions, teachers are less likely to adopt technology tools that might otherwise be beneficial to their EL students. For example, Min Liu et al. (2014) noted that teachers found great benefit in encouraging iPads in their English language learners, with offsite access acting as a reinforcing agent in language acquisition for these students. Teachers who felt supported in the use of these devices by their districts were far more likely to introduce the use of tablets into their teaching practices than those who felt unsupported.
The implication of these factors in English language learning is that districts are responsible for ensuring the success of technological initiatives introduced into English language learning practices. Districts can go a long way in ensuring the viability of the use of technology by providing adequate training, establishing peer mentoring among teachers, providing in-classroom teacher and student support, and ensuring that hardware and software are adequately funded. It should be noted that simply procuring the technological tools to be used without professional development and support mechanisms is not a recipe for success in integrating technological tools. In addressing the provision of support with the acquisition of technology tools for English language learners, districts are most likely to see their successful integration into pedagogical practices by teachers.
The implication of these factors in English language learning is that districts are responsible for ensuring the success of technological initiatives introduced into English language learning practices. Districts can go a long way in ensuring the viability of the use of technology by providing adequate training, establishing peer mentoring among teachers, providing in-classroom teacher and student support, and ensuring that hardware and software are adequately funded. It should be noted that simply procuring the technological tools to be used without professional development and support mechanisms is not a recipe for success in integrating technological tools. In addressing the provision of support with the acquisition of technology tools for English language learners, districts are most likely to see their successful integration into pedagogical practices by teachers.
Works Cited
Works Cited
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Andrei, E. (2019). Adolescent english learners’ use of digital technology in the classroom. Educational Forum, 83(1), 102–120.
Andrei, E. (2017). Technology in Teaching English Language Learners: The Case of Three Middle School Teachers. TESOL Journal, 8(2), 409–431.
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