Teachers’ Perspectives on How One-to-One Devices Influence Their English Language Learners’ Academic Experience

As the number of English Language Learners (ELLs) continues to grow in classrooms across school districts, educators continue to seek innovative instructional methods to increase ELLs’ learning outcomes. Technological applications and devices are changing the way society communicates and collaborates, and school districts are incorporating different technologies to enhance teaching and learning. More so, technological devices are increasingly being used to enhance the learning experiences of ELLs and are changing the way teachers are teaching English language instruction. The purpose of this qualitative study was to explore teachers’ perspectives on how one-to-one devices influence ELLs’ academic experiences. The population included in this study was 15 teachers of Grades 5, 6, 7, and 8 in a traditional public middle school located in a large urban district. An analysis of the literature review and interviews with participants indicated that using one-to-one technological devices is an effective tool in improving ELLs’ academic experience. The literature review and this study demonstrated the importance of investing in teachers’ professional development to ensure they understand how to assist ELLs and use technological devices to better support students’ language acquisition, engagement, motivation, and differentiated learning experiences. This research lends significant insight into effective instructional pedagogy using technological devices. The perspectives of the educators within this study can inform new understandings of the appropriateness and utility of one-to-one device use among ELLs. The findings will be used to better understand this research phenomenon on how teachers use one-to-one devices to support teaching and learning. The results will also provide valuable insights for educators and policymakers on how appropriate technologies, coupled with effective professional development, can enhance ELLs’ academic experience