Challenges Teachers Encounter When Integrating Technology in a Culturally, Linguistically, and Diverse High School

Teachers often encounter challenges when integrating technology into a classroom that has a culturally and linguistically diverse (CLD) student population. These challenges have existed as teachers are not adequately trained to integrate technology when working with culturally and linguistically diverse students. Additionally, challenges arise when students do not have technological skills. This qualitative study examined how high school teachers with a high CLD student population integrated technology into daily instructions and the challenges they encounter when implementing it. Due to the COVID-19 pandemic, the researcher collected data through eight individual teacher interviews via Zoom. During the data analysis, five general themes emerged: (a) CLD students’ lack of adequate technology background, (b) CLD students’ lack of technology access results in unequal access to education, (c) inadequate professional development and lack of teacher self-efficacy, (d) extrinsic and intrinsic barriers limit implementation of technology instruction, and (e) technology as a hindrance to CLD students’ academic progress. The findings of this study are beneficial in assisting school districts in the United States in identifying the challenges CLD students encounter with technology to make the necessary changes needed for teachers to implement it effectively. An analysis of the data revealed that CLD students’ academic achievement was negatively impacted by technology. Additionally, students had better academic success when teachers had hands-on activities