EDUC 5373 - Week 5 Assignment

Broadband internet access for all Americans and its impact on my community.

Broadband access for all Americans could possibly have a significant impact on my ESL adult learner community. While many of my students have access to smartphones, reliable and consistent internet access is not always guaranteed, especially outside of the classroom. This may limit their ability to practice English, complete online tasks, and access resources related to job searching and daily life.

In my classroom, most students rely on in-class internet access to participate in digital learning activities. If broadband access were more widely available, students would have more opportunities to practice language skills, engage with technology, and build digital literacy beyond the classroom. Currently, the school addresses this need by providing Wi-Fi on campus and access to computer labs, as well as offering device loans such as tablets. However, access outside of school remains a challenge for some students.

Accessibility, UDL, and/or personalized learning outcomes for students.

The ISTE (2020) guidance and principles of Universal Design for Learning (UDL) serve as a foundation for my technology integration plan. My goal is to place strong emphasis on incorporating UDL principles by providing multiple means of engagement, representation, and expression through technology tools. These tools will support students in developing the four domains of the English language, as well as critical thinking and digital literacy skills necessary for success in the automated American workforce and sociocultural integration.

To create and successfully implement my TIP, I need not only to focus on providing personalized and meaningful professional development for teachers who may be part of this change, but also to ensure that the technology tools being incorporated align with the guidelines of the Every Student Succeeds Act (ESSA) and the effective use of technology for learning. Crossland et al. (2018) discuss the importance of accessibility, emphasizing that it is not only about ensuring that physical spaces are adequate for all learners, but also that the technology tools and software used in the classroom are accessible.

Considering these guidelines, I need to ensure that every technology tool and technology-enhanced activity included in my TIP supports ESL learners in strengthening their digital skills and critical thinking while reducing barriers for all students. Tools such as videos, audio, and interactive activities should be strategically and intentionally designed so that all learners can access content in ways that meet their individual needs and language levels.

My school currently places strong emphasis on the use of learning tools, including technology, that are accessible and support learning rather than creating additional barriers. My proposal aligns with this approach by prioritizing professional development. Since most funding must be allocated to professional learning, my plan includes providing training for teachers on how to apply frameworks such as Triple E and T3 and how to use technology effectively to ensure access to learning for all students. This approach will have a greater long-term impact on student learning than simply purchasing devices.

Funding options that align well with my TIP.

Funding options that align well with my technology integration plan include Adult Education and Literacy (AEL) funding, workforce development grants, and institutional professional development funds. Another matching option to support the vision and goals of this plan is institutional aid at Austin Community College (ACC), which supports adult learners by facilitating access to institutional scholarships, state grants, and other financial aid resources.

Since this technology integration plan does not require major investment in devices, funding will primarily support teacher professional development. The Professional Development. This aligns well with funding guidelines that prioritize professional learning over device purchases and ensure a more sustainable impact on instruction and student outcomes.

My next steps include exploring available funding opportunities within ACC, identifying grants that support digital literacy and workforce readiness, and collaborating with colleagues and administrators to propose professional development aligned with this plan. I also plan to use data from the pilot implementation to strengthen future funding proposals and demonstrate the effectiveness of this approach.

Examining funding practices for technology within my organization

Based on available information, Austin Community College (ACC) has made significant investments in technology as part of its FY26 budget. The college approved a $568 million balanced budget, with approximately 4% allocated to equipment and technology. This includes major initiatives such as a $12.2 million upgrade to the student information system, improvements to IT infrastructure and helpdesk services, enhanced data security, and ongoing technology modernization efforts (Austin Community College, 2025).

These investments show that the institution prioritizes large-scale technological infrastructure and system improvements that support overall operations and student services. However, while these upgrades are essential, they do not always directly address classroom-level technology integration or the specific digital literacy needs of adult ESL learners.

Within my program, students benefit from access to Wi-Fi, computer labs, and limited device loans, which support basic access. However, there appears to be less emphasis on structured professional development that helps instructors integrate technology intentionally to support language learning, critical thinking, and workforce readiness.

This highlights an opportunity to better align institutional technology investments with instructional practices. 

References: 

Austin Community College. (2025, July 10). ACC board of trustees approves FY26 budget. https://sites.austincc.edu/newsroom/2025/07/10/acc-board-of-trustees-approves-fy26-budget/

Crossland, A., Gray, T., & Reynolds, J. (2018). ESSA and digital learning: Closing the digital accessibility gap. American Institutes for Research

International Society for Technology in Education. (2020). Using ESSA to fund edtech: Getting the most out of Title IV-A[2020 update].

EDUC 5373 - Week 4 Blog Assignment

 

ESL students actively using technology to develop language skills, think critically, and prepare for meaningful participation in the U.S. workforce and community.  

Professional Development in the Structure of My Technology Integration Plan (TIP)

Professional development (PD) plays a pivotal role in the development of my Technology Integration Plan (TIP), as it ensures that adult ESL students can simultaneously build English language proficiency and digital literacy skills needed for successful integration into the automated U.S. workforce and sociocultural environment.

To promote intentional and meaningful integration of technology into instruction, especially through real-world, workforce-focused tasks that reflect authentic communication, job readiness, and sociocultural adaptation, it is essential to work collaboratively with other ESL teachers. This includes not only clearly communicating the vision and goals of the plan but also providing the necessary training and support to help teachers effectively implement these goals and better support our learners.

Shi et al. (2025) suggest that successful programs should focus on gradual skill development, allowing teachers to master each component before integrating them into more complex instructional practices. They also emphasize the importance of hands-on experiences with immediate feedback to strengthen learning and increase teacher confidence. The implementation of this plan will follow the principles of both the Triple E Framework and the T3 Framework, which many teachers in my school community are not yet familiar with. For this reason, part of the proposal includes providing gradual training with ongoing feedback so teachers can understand these frameworks and see how they connect to the technology plan.

It is also important to monitor teachers’ confidence when using technology tools and to support their learning through peer collaboration, continuous guidance, and constructive feedback. This approach can help reduce feelings of overload and stress that may affect their well-being (Shi et al., 2025). Recognizing progress and working collaboratively to build the necessary skills to implement this plan successfully will be key.

Connections Between Teacher Learning and Student Learning

Integrating technology to support all language domains while preparing students for workforce readiness, social integration, and adaptability to the sociocultural environment of the United States is not an easy task. The connection between teacher learning and student learning in this plan is grounded in the ISTE Standards for both educators and students.

As noted by Crompton (2023), any educator can take on a leadership role. In this plan, my goal is to support and equip ESL teachers to take that role by integrating technology in meaningful ways that promote digital literacy in the ESL classroom. When teachers grow in their understanding and use of technology, they are better able to create learning opportunities that directly impact student outcomes.

Both teachers and students will have opportunities to build a positive digital presence. By implementing the ISTE Educator Standard as Citizen, teachers can help students develop the skills needed to use digital tools ethically and responsibly, not only in the classroom but also in real-life and workplace settings. As a result, students can move from basic or translational use of technology toward more active, transformational, and even transcendent use of digital tools (Magana, 2017).

For this to happen, teachers must clearly understand the purpose and implementation of this technology plan. They need to be able to design meaningful, technology-integrated activities, guide students in responsible technology use, and support them in applying these skills in real-world contexts. This work directly aligns with the vision and goals of this plan, which focus on equitable access, meaningful integration of technology, and the development of critical thinking and digital literacy skills necessary for success in today’s society.

What structures are in place within your district, school, or organization to support professional learning?

The Adult Education (AE) department has recently started offering professional development (PD) meetings and ESL curriculum and instruction sharing opportunities for all ESL faculty and instructors. These meetings take place once or twice a month and allow faculty to share what is working in their classrooms. They also create space for part-time instructors to discuss what is and is not working in their own classes.

During these meetings, as a part-time instructor, I have shared the digital divide I have identified in my classroom and how other students in the program could benefit from a technology integration plan.

Many teachers have found this proposal appealing and have expressed interest in learning more. However, there is still a need for clearer structures and processes that align with college guidelines to effectively involve more educators. Current protocols make it difficult to distribute surveys, reach a larger number of teachers, and gain the necessary support from administrators within the AE department.

How will student/community learning and assessment be transformed by the TIP you are developing? What changes should be tackled to address International technology-mediated assessment expectations like the PISA?

Student learning and assessment in this Technology Integration Plan (TIP) will be directly connected to real-life application and the development of 21st-century skills. Instruction will focus on moving from a passive use of technology to a more active use, where students collaborate with peers, create digital products, and complete tasks that reflect real workplace expectations.

Through these technology-based activities, students will practice real-life skills such as searching for information, completing online forms and participating in job-related tasks. As they simultaneously develop the four English language domains, speaking, listening, reading, and writing. Through this intentional use and integration of technology-enhanced tasks, ESL learners will be able to build the much needed skills to evaluate online information using critical thinking and use AI tools responsibly and ethically. This will help ensure they are not left behind but instead prepared for the demands of the automated U.S. workforce.

Assessment will shift to more authentic, technology-mediated tasks where students demonstrate learning through real-world applications and digital projects. This approach aligns with international expectations such as the Programme for International Student Assessment (PISA), particularly its 2029 Innovative Domain on Media and Artificial Intelligence Literacy (MAIL). This framework emphasizes the importance of developing competencies that allow individuals to engage effectively, ethically, and responsibly with digital content, media platforms, and AI systems.

This technology plan seeks to build these competencies through meaningful, real-life, technology-enhanced activities tailored to adult ESL learners.

References

Crompton, H. (2023). Evidence of the ISTE Standards for Educators leading to learning gains. Journal of Digital Learning in Teacher Education, 39(4), 201–219. https://doi.org/10.1080/21532974.2023.2244089

ISTE. (2023). ISTE Standards: For Education Leaders. ISTE. https://iste.org/standards/education-leaders

Organisation for Economic Co-operation and Development. (2026). PISA 2029 media and artificial intelligence literacy (MAIL) assessment framework (first draft).

Shi, Y. R., Sin, K. F. K., & Wang, Y. Q. (2025). Teacher professional development of digital pedagogy for inclusive education in post-pandemic era: Effects on teacher competence, self-efficacy, and work well-being. Teaching and Teacher Education, 168, 105230. https://doi.org/10.1016/j.tate.2025.105230

Sonny Magana. (2017). Disruptive classroom technologies: A framework for innovation in education. Corwin.

Image: 

Generated using AI tools for illustrative purposes. 

EDUC 5373 - Week 3 assignment

1. Practices to support students' learning gains.

To support my students in gaining the necessary English language skills, digital literacy, and critical thinking needed to successfully integrate into the workforce and the automated American society, it is necessary to adapt best practices from the ISTE Educator Standards and incorporate them into lesson planning and execution. In his study, Crompton (2023) explicitly reviews how ISTE standards for educators lead to better gains in student learning. To help me accomplish the promising practices I have structured in the technology plan for my current population, I will focus on taking a leap into the educator standards for Leader, Designer, and Citizen to guide my technology vision.

Any educator can take the role of a leader by sharing strategies, tools, techniques, and other resources with peers in different educational settings, leading to growth in learners’ competencies (Crompton, 2023). As I advance in my research process and gather evidence from students’ and teachers’ surveys, my mission is to inform peers and share my findings with school administrators, taking the initiative to influence decisions that might eventually create impact and lead to change if school leadership chooses to support it and other teachers adopt it. These initiatives will empower adult ESL students in the use of technological tools and the application of critical thinking, especially in a new language and environment as they adapt and build their path to success.

Moreover, ISTE Standard 2.5, Educator as a Designer, clearly helps guide my technology plan as I design learning experiences that support ESL students in building confidence when using digital tools and curating online information.
By adopting practices from the Triple E and T3 Frameworks, ISTE Standards for Students, English as a Second Language (ESL) standards, and the Digital Literacy Standards 2.0 and 3.0 outlined in the Texas Workforce Commission Adult Education and Literacy (AEL) program, I can create authentic learning practices that are not only student-centered but can also be immediately applied in students’ work or daily life settings. 

It is important to highlight that these learning experiences must be adapted and designed to support different types of learners, taking into account their cultural backgrounds and any type of disabilities (Crompton, 2023). Incorporating technology-based activities in the ESL classroom needs to be carefully designed to ensure every learner can benefit from them, while also creating opportunities to promote social integration and awareness as students build digital literacy and critical thinking skills.

Lastly, the ISTE Educator Standard as Citizen guides the development of my plan. Through the effective design and integration of best practices supported by technology in the ESL classroom, my students have the opportunity to leave their digital footprint and build the skills needed to use digital tools ethically and responsibly, not only in class but also in their current work settings.

2. Challenges in the technology vision and goals.

Even though my technology plan does not include a 1:1 initiative with laptops, as it may not be feasible to implement in my current adult ESL program, I can foresee possible challenges similar to those expressed by school administrators and leaders in Gonzales (2019). Negotiating and setting expectations for instructional laptop use requires a great deal of compromise and understanding from teachers, as well as proper training from administrators to help both educators and students adapt to these changes.

My technology plan’s vision and goals aim to provide a framework to better support adult ESL learners as they integrate into the automated workforce in the United States. The goal is for students to feel empowered rather than limited by more advanced digital tools, and to develop the ability to critically evaluate and curate information they encounter online. This includes learning how to discern what can be trusted or discarded, and how to ethically use AI tools. Nevertheless, this plan represents a suggested course of action to improve teaching practices and learning experiences for this population. If teachers perceive that they do not need to apply these strategies, or hold the misconception that what they are already doing is sufficient, as some expressed in survey responses, then little change will occur, and technology use will likely remain at a translational level in most ESL classrooms.

3. Collaboration with stakeholders.

My vision is to have all stakeholders, including students, educators, and administrators, on board with this plan. While students are showing a positive attitude toward this initiative, I do not observe the same level of support from some administrators and teachers. Still, I plan to share and promote this vision, as my main goal is to serve my students by creating meaningful learning experiences that integrate high-quality instructional practices aligned with ISTE Standards for Students, and ultimately provide better opportunities for their success in today’s technology-driven workforce.

References

Crompton, H. (2023). Evidence of the ISTE Standards for Educators leading to learning gains. Journal of Digital Learning in Teacher Education, 39(4), 201–219. https://doi.org/10.1080/21532974.2023.2244089

Gonzales, M. M. (2019). School technology leadership vision and challenges. International Journal of Educational Management, 34(4), 697–708. https://doi.org/10.1108/ijem-02-2019-0075

ISTE. (2024). Essential conditions for effective tech use in schools. ISTE. https://iste.org/essential-conditions-for-effective-tech-use-in-schools

EDUC-5373 - Week 2 Blog Assignment

Who are the stakeholders that you would reach out to first to develop a technology integration plan?

My primary stakeholders are my current ESL adult immigrant students, as the plan is specifically designed to address their needs, particularly the development of pedagogical activities that help close the skilled-based digital divide and build critical thinking skills required for daily life, employment, and social integration in the U.S. In addition, ESL instructors are key stakeholders, as they will be responsible for implementing the plan. These teachers will require ongoing support to move beyond passive uses of technology and adopt more intentional, student-centered practices. Finally, college administrators and program coordinators play a critical role in supporting the implementation of this initiative by providing resources, approving pilot programs (such as a summer pilot), and facilitating communication across departments to scale the plan.

How might technology integration be aligned with current projects or goals in your community, school, or organization?

This technology integration plan aligns with the English as a Second Language (ESL) standards and the Digital Literacy Standards 2.0 and 3.0 outlined in the Texas Workforce Commission’s Adult Education and Literacy (AEL) program. According to the AEL content standards, the program is designed to support adult learners with English learning as well as developing essential digital literacy and workplace skills (Texas Workforce Commission, 2020).
The technology integration plan I have in mind supports these goals by embedding digital literacy development directly into ESL instruction, ensuring that learners are not only acquiring language skills but also the competencies needed to function effectively in a technology-driven society by promoting learners’ ability to navigate digital environments, evaluate online information critically, communicate using digital tools, and apply technology to solve real-world problems.

How would you structure opportunities or take advantage of current practices to learn together and build capacity to implement the plan?

To build capacity and ensure successful implementation, I would create structured opportunities for collaborative professional learning. For example, ESL instructors could participate in professional learning communities (PLCs), workshops, and peer modeling sessions focused on integrating technology-based and AI-supported activities into instruction. Teachers could collaboratively design lessons that incorporate real-world tasks, such as evaluating online information, completing digital forms, engaging with social media responsibly, or participating in AI-supported role plays. Additionally, existing practices such as curriculum meetings can be leveraged to reflect on instructional strategies, share successes, and gradually build confidence in implementing these approaches.

What outcomes might you focus on to provide input/feedback for your plan?

To evaluate the effectiveness of this plan, I would focus on outcomes such as students’ ability to independently navigate digital tools, improvements in critical thinking and information evaluation, increased confidence using technology, and greater participation in real-world tasks (e.g., job searches, accessing services). This evaluation will help me consider if the skilled-digital divide I have identified is narrowing and to continuously make changes that may be needed to further support students. Gathering both quantitative data (e.g., task completion, skill assessments) and qualitative feedback (e.g., student reflections, teacher observations) will ensure that the plan remains equitable and responsive.

A model for change from the readings that resonates with me, and the application of this model to my community:

From this week’s reading, two models of digital leadership and technology integration have helped me inform this plan: the Triple E Framework by Liz Kolb and the T3 Framework by Sonny Magana. The Triple E Framework emphasizes Engagement, Enhancement, and Extension, which align closely with my instructional goals. For example, engagement is supported through interactive technology-based activities, including the use of social media and AI tools; enhancement occurs when these tools scaffold language learning and digital skills; and extension is achieved when students apply these skills to real-life tasks such as evaluating online information, job postings or accessing community resources (Kolb, n.d.).

Similarly, the T3 Framework (Magana, 2017) provides a pathway for shifting technology use from passive to transformative. Many ESL classrooms currently operate at the translational level, where technology is used for substitution (e.g., language games or Google Forms). This plan aims to move toward transformational and transcendent use. For instance, instead of completing isolated online exercises, students could collaboratively analyze multiple job websites to identify reliable opportunities (transformational), or co-create a shared digital resource, such as a collaborative Google Doc or class guide, that highlights workplace expectations, communication norms, and professional behavior in the United States (transcendent). This type of activity not only strengthens language and digital skills but also supports cultural integration and awareness, making learning more meaningful and impactful.

References

Kolb, L. (n.d.). About the Triple E Framework. https://www.tripleeframework.com/about.html

Sonny Magana. (2017). Disruptive classroom technologies: A framework for innovation in education. Corwin.

Texas Workforce Commission. (2020). Adult education and literacy content standards. https://www.twc.texas.gov/sites/default/files/wf/docs/ael-content-standards-twc.pdf

EDUC 5373 -Week 1 assignment

A bit about me...

My name is Maria Watson, and I am originally from Colombia. I have lived in Washington, D.C., and I currently reside in the Austin area, where I work as an ESL teacher for adult learners at a community college. Before this role, I worked as a dual-language elementary classroom teacher. Throughout my career, I have worked with students of all ages and from many cultural backgrounds, an experience that has strongly shaped my perspective as an international educator.

A picture of a recent trip to Northern AZ 

What do you notice about the experiences and path(s) taken by the interviewee(s) that result in their elevation to decision-making roles and educational technology experts?

Something very particular that I noticed while reading the interview with Dr. English about how she helped address the equity gap in her context through the use of technology is that it all begins with having a clear vision (Stachowiak & McClay, 2021). The interviewee emphasizes the importance of using educational technology intentionally to create meaningful change while maintaining high expectations for students, as well as the importance of ensuring that everyone involved shares that vision. I agree with this perspective. The first step in creating impact, transforming learning, and closing the digital divide, whether related to access to technology tools or to the skills needed to use them, is having a clear vision of not only what needs to be improved but also how those changes can be achieved. The first and second ISTE standards for education leaders highlight the role of leaders not only as advocates for students, ensuring that learners have access to technology and to teachers who can proactively help them use it effectively, but also as creators of a culture of change. This culture requires leaders to intentionally set an example for others by demonstrating how purposeful and targeted integration of technological tools can transform communities (ISTE, 2023).

What connections if any are made by the interviewee to the ISTE Standards or Essential Conditions to support technology use and decision-making?

In addition to the ISTE standards mentioned above, Dr. English explains in her interview how she worked to ensure that students from lower socioeconomic backgrounds in her school system had opportunities to be connected not only at school but also at home. This effort aligns with the Equitable Access essential condition, which emphasizes providing students with access to digital devices, reliable connectivity, and trained teachers who can help them effectively use technological resources to bridge the digital divide in their communities (ISTE, 2024). The interview also connects to the essential condition of having skilled and sufficient technical support within the school system (ISTE, 2024). In order to create and sustain meaningful change, everyone in the community needs to be involved and understand how to access and use the technology that is provided, especially parents, as highlighted by Dr. English. Families were offered workshops to learn how to use the technological tools that students could take home, which proved highly beneficial in supporting students through responsible family involvement in their learning process.

What is the role of professional development within the initiatives or strategies implemented?

Professional development played an important role in training teachers to use technology and helping schools build the capacity to bridge access gaps, as discussed in Dr. English’s interview (Stachowiak & McClay, 2021). Well-prepared educators who know how to integrate technological tools into their lessons can help students build the foundation needed to become responsible digital citizens. Bartholomew et al. (2017) suggest that teachers and schools should prioritize helping students develop the skills needed to use and interact with technology effectively in order to support self-directed learning. When students become more comfortable using tools such as mobile devices, tablets, and computers, they may have greater opportunities and capacity to manage and guide their own learning. This highlights the pivotal role that professional development plays in supporting students’ learning and in fostering the development of self-directed learners. Research also indicates that when technology is poorly integrated into instruction, it may fail to improve student engagement and can even lead to negative learning outcomes (Cole, 2009, as cited in Rashid & Asghar, 2016). Therefore, ongoing and effective training for teachers and the broader school community should be prioritized to ensure that technology is used meaningfully and that students develop essential digital skills.

What real-world challenges do they share as they describe the work they are engaged in (or have completed) and how do they address these challenges?

In her interview, Dr. English describes several real-world challenges, including supporting students from disadvantaged socioeconomic backgrounds and students whose parents have limited English proficiency and limited digital literacy. This situation is common in many communities, and at times teachers may have lower expectations for these populations. Dr. English explains that she sought to change this existing “culture” by encouraging teachers and other stakeholders to adopt higher expectations for all students (Stachowiak & McClay, 2021). A shift in mindset is necessary in order to identify ways to turn these challenges into opportunities for positive transformation. The interview also highlights how collaboration among teachers, school administrators, and other stakeholders made it possible to provide Chromebooks and iPads for all students in the district, organize workshops for parents to support their children’s learning, and develop different solutions to help families without home internet access afford connectivity. These efforts helped ensure that students without reliable internet access at home would not fall behind their peers who already had access.

What critique might you offer? Do you see any concerns? Are you inspired? Tell me about your perspective informed by research from this week.

Based on the research I chose to read and the interview with Dr. English, I feel inspired to continue advocating for closing the skill-based digital divide that I have identified in my current student population. Like Dr. English, I believe that transformation begins with having a clear vision. Creating meaningful change often requires the collaboration of an entire team, including teachers and administrators as key stakeholders, in order to create impact and support changes that can improve students’ lives. These efforts can help students become responsible digital citizens and more culturally aware individuals who are prepared to participate in a rapidly evolving society. My current concerns relate to how to effectively begin implementing these changes and how to engage stakeholders in this initiative. I am particularly interested in identifying strategies that can motivate others to become involved in efforts that could help immigrant ESL students improve their work and social opportunities in the United States.

References:

Bartholomew, S. R., Reeve, E., Veon, R., Goodridge, W., Lee, V., & Nadelson, L. (2017). Relationships between access to mobile devices, student self-directed learning, and achievement. Journal of Technology Education, 29(1), 2–24. https://scholarsarchive.byu.edu/facpub/5573

bstachowiak, & McClay, J. (2021). Avoiding a Technology Crash and Burn Scenario Through Collaborative Leadership. Pressbooks.pub; Innovate Learning, LLC. https://pressbooks.pub/edd7032018f/chapter/avoiding-a-technology-crash-and-burn-scenario-through-collaborative-leadership/ 

ISTE. (2023). ISTE Standards: For Education Leaders. ISTE. https://iste.org/standards/education-leaders

ISTE. (2024). Essential conditions for effective tech use in schools. ISTE. https://iste.org/essential-conditions-for-effective-tech-use-in-schools

Rashid, T., & Asghar, H. M. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, 604–612. https://doi.org/10.1016/j.chb.2016.05.084

EDUC 5353 - Week 2

 

1. Dividing factors in digital access and skills in my ESL classroom

In my adult immigrant ESL classroom, digital inequity is shaped less by access and more by use, confidence, and power. It is important to clarify that my current student population does have internet availability, owns digital devices such as smartphones or computers, and lives in urban or suburban areas with reliable internet and service infrastructure. However, having access to the internet does not necessarily translate into possessing digital literacy, transferable digital skills, the ability to use AI responsibly and ethically, or an understanding of U.S. digital norms. This places many of my students in a vulnerable and potentially dangerous middle space, where they are connected but constrained, and online but not empowered.

In their review, Chen, Östlund, and Frennert (2020) explain that the concept of the digital divide includes multiple layers of inequality. The first-level digital divide refers to differences in access to the internet and digital devices, while the second-level digital divide highlights disparities in digital skills, knowledge, and the ability to effectively leverage social resources and networks. The primary dividing factors affecting my ESL student population fall within the second-level digital divide; however, aspects of the first-level divide must still be considered, given students’ educational and socioeconomic backgrounds.

The primary age range of students in my classroom is between 25 and 50, with a smaller percentage of learners older than that. Most of them did not grow up with digital technologies integrated into their schooling, unlike many younger learners often referred to as “digital natives.” Many of my students encountered technology later in life, with some being introduced to it by younger family members or only learning basic skills such as turning a computer on and off or opening an email account. For many, this late exposure increases anxiety and reduces experimentation when faced with technology integration in the classroom or in the workplace.

Moreover, limited English proficiency often restricts students’ ability to navigate digital interfaces, troubleshoot problems, interpret system messages, and evaluate online information. Even when tools are available, language barriers significantly reduce usability. Educational background is another major dividing factor, as many of my students have experienced interrupted or incomplete formal education due to systemic conditions in their home countries. As a result, many enroll in ESL programs to obtain a GED in the United States or to quickly acquire basic English skills needed to enter the workforce.

All of my students have immigrated to the United States and have lived here for varying lengths of time. As immigrants, they often face an urgent need to earn income in order to stay afloat in a new environment. This urgency frequently leads to prioritizing immediate survival over long-term skill development, and as a result, digital learning becomes instrumental rather than exploratory or empowering.

2. How do findings associated with challenges created by the COVID pandemic relate to the students, teachers, parents, leaders, or other participants in your community?

The COVID-19 pandemic required schools to rapidly transition to online instruction, forcing students to learn in fully digital environments. Schools and teachers worked hard to adapt to these changes, and although many schools have since partially reopened, the pandemic continues to influence education in lasting ways (van de Werfhorst et al., 2022). Adult education was no exception. According to the OECD (2021), disruptions caused by COVID-19 significantly reduced adult learning opportunities, particularly for low-skilled workers who lacked digital skills and access to structured learning environments.

During this period, many adult learners lost informal, face-to-face support for learning how to use technology, which increased their reliance on self-navigation and independent problem-solving. This shift was especially challenging for adult immigrant ESL students, as essential services, such as education, healthcare, employment, and immigration processes, moved almost entirely online. These changes assumed a level of digital competence that many adult ESL learners did not possess.

Furthermore, limited digital skills combined with language barriers made immigrant students, particularly those unfamiliar with U.S. systems and processes, more vulnerable to misinformation. The rapid move to digital platforms often left students without the tools needed to critically evaluate online information or confidently complete required tasks.

In addition, many of my current students are parents who already struggle to support their children with schoolwork due to limited English proficiency. During the pandemic, when distance education became the only option for school-aged children, these challenges intensified. Many parents were unable to effectively assist their children with online learning, including navigating digital platforms, educational apps, and school communication tools, further highlighting the intergenerational impact of digital inequity.

3.What stands out from this week's readings associated with your context? How does your school/community fair with regarding to digital equity?

From this week’s readings, what stood out most is the idea that the digital divide goes beyond physical access to technology; it also includes differences in digital knowledge, the ability to recognize opportunities presented by technology, and even confidence and motivation to use digital tools. In other words, the digital divide involves gaps in infrastructure, skills, and psychological readiness to participate in a digital world (Brown, 2020).

This is where my idea for a call to action fits in. As an educator currently teaching adult immigrant learners who experience a functional, skills-based digital divide, I feel a strong responsibility not only to incorporate English language activities that improve language proficiency and communication in the target language, but also to integrate digital-based tasks that help students build digital literacy. These tasks are essential for navigating and understanding U.S. online systems and digital norms, accessing jobs that require higher levels of digital skills, and ultimately succeeding in an increasingly automated world.

However, this is not work I can do on my own. Addressing digital inequity requires collective effort. Teachers must collaborate to intentionally design learning tasks that are both engaging and directly connected to students’ immediate workforce needs using digital tools. At the same time, school administrators and curriculum designers must provide institutional support by prioritizing digital literacy integration, professional development, and access to appropriate instructional resources.

References 

Brown, Wilmon. “The Digital Divide.” Open.library.okstate.edu, Oklahoma State University Libraries, 28 Aug. 2020, open.library.okstate.edu/learninginthedigitalage/chapter/the-digital-divide/.

Chen, Xin, et al. “Digital Inclusion or Digital Divide for Older Immigrants? A Scoping Review.” Human Aspects of IT for the Aged Population. Technology and Society, vol. vol 12209, 2020, pp. 176–190, https://doi.org/10.1007/978-3-030-50232-4_13.

OECD. (2021). Adult learning and COVID-19: How much informal and non-formal learning are workers missing?OECD Policy Responses to Coronavirus (COVID-19). OECD Publishing. https://doi.org/10.1787/56a96569-en

Van de Werfhorst, H. G., Kessenich, E., & Geven, S. (2022). The digital divide in online 

education: Inequality in digital readiness of students and schools. Computers & Education, 181, 104451. https://doi.org/10.1016/j.compedu.2022.104451

EDUC-5353- Week 1

Understanding the Digital Divide in My ESL Classroom

My name is Maria Watson, and I am originally from Colombia. I have lived in Washington, D.C., and I currently reside in Texas, where I work as an ESL teacher for adult learners at a community college. Before this role, I worked as a dual-language elementary classroom teacher. Throughout my career, I have worked with students of all ages and from many cultural backgrounds, an experience that has strongly shaped my perspective as an international educator.

All of my current students are adult immigrants who have left their home countries in search of better opportunities. Many have migrated due to war, political instability, or economic hardship. Most of my students are low-income adults with varied literacy levels, and for them, learning English is closely connected to job opportunities, higher wages, and long-term stability.

After reading Closing the Digital and Economic Divides in Rural America, I began reflecting on how the idea of the digital divide applies to the population I serve. Although Turner Lee’s work focuses on rural communities, I believe the digital divide is not only geographic. It is also educational, linguistic, and cultural. My students live in urban or suburban areas where high-speed internet is available, and all of them own a smartphone or a computer. However, many still experience what can be described as a functional digital divide.

While my students can access the internet, many struggle to use it effectively. They often lack experience with productivity tools such as Google Docs or Microsoft Word, do not know how to use AI tools responsibly, and feel unsure about navigating U.S. digital norms or identifying reliable online information. In today’s highly automated and information-rich world, digital literacy is essential. Without it, individuals are more vulnerable to misinformation and are limited to being passive consumers of digital and AI technologies rather than empowered users.

Turner Lee (2019) explains that limited digital access prevents individuals from fully participating in the digital economy and from completing essential tasks such as schoolwork or business activities. Although my students are socially connected through platforms like Facebook or Instagram, social media use does not necessarily mean they are digitally empowered. There is a clear gap that must be addressed for them to access educational, economic, and professional opportunities more equitably and to strengthen their English skills through digital tools.

For many of my students, this gap is rooted in the lack of quality education, limited infrastructure, and scarce resources in their home countries. Nearly 90% of my students are from Latin America. According to 2022 data, internet access in Latin America and the Caribbean remains significantly lower than in OECD (Organisation for Economic Co-operation and Development) countries, with just over two-thirds of households connected compared to more than 90% in OECD nations (UNDP, 2024). Additionally, approximately 160 million people in the region are of school age, yet nearly half do not complete their formal education. Many of these individuals consider migrating to countries such as the United States or Spain in search of better educational and economic opportunities (UPI, 2025).

Limited internet access at home, inconsistent school connectivity, and high dropout rates all contribute to gaps in digital skill development. As a result, Latin American immigrants arriving in the United States, like many of my ESL students, often have less experience using digital tools for learning and work. This lack of digital literacy can make it harder for them to succeed in online education, job searches, and workplace environments, where digital skills are increasingly essential.

In today’s highly automated and information-rich world, digital literacy is essential.

Call to action

Closing the digital divide for adult ESL learners requires a team effort. While I integrate digital literacy into my own teaching, this work cannot happen alone. My intention is to encourage other ESL educators to embed digital skills into language lessons instead of treating them as optional or extra content, and program leaders should design curricula that provide guided access to technology, resources, and training. By working together intentionally, adult education programs can give immigrant learners the digital skills they need to succeed in school, work, and life in the U.S.

References

United Nations Development Programme. (2024, August 4). Missed connections: An incomplete digital revolution in Latin America and the Caribbean. UNDP Latin America and the Caribbean. Missed Connections: An incomplete digital revolution in Latin America and the Caribbean

UPI. (2025, June 4). School dropout rate reaches 27% across Latin America. UPI. https://www.upi.com/School dropout rate reaches 27% across Latin America

Turner Lee, N. (2019, March 27). Closing the digital and economic divides in rural America. Brookings Institution. https://www.brookings.edu/articles/closing-the-digital-and-economic-divides-in-rural-america/

Photo by Marvin Meyer on Unsplash