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