(Image from www.hmhco.com)
Classroom to Schoolwide Impact: ELL Digital Support
Utilizing technology in the classroom, especially in a 21st-century world, has always felt natural to me. I entered the education field knowing that most (if not all) of my assessments would be digital. When I first began using Google Forms, I felt confident in knowing how to use it. Completing assessments in this platform allowed them to be organized, efficient, and provide immediate feedback/data points. From my perspective, it was a clear success. The factor that occurred later upon review, success for me did not automatically mean success for every student.
This year, as students began completing assessments more independently, I noticed a pattern- my English Language Learners were taking significantly longer than their peers. They were having to read directions multiple times and hesitated before answering questions. Since I was familiar with their IELP accommodations, I knew the issue was not the content itself. I came to the conclusion that the issue was the language barrier embedded within the format of my digital assessments.
I immediately began searching and found an application that I believed could work well with my students (and those in my school). The next step I took was to reach out to our ELL teacher. Together, we discussed how to maintain rigorous digital assessments while reducing language-processing barriers. Through this collaboration, I discussed my findings on the Mote Google extension.
What is Mote? This tool allows educators to embed audio recordings directly into Google Forms. With a simple recording attached to each question and direction, students can listen while they read. This program also automatically does this with the yearly paid version for all assessments-by a click of a button.
Check out this video on how to use it
As an involved educator, we know that our goal is to meet the needs of all our learners based on their specific student needs. Kormos and Nijakowska (2023) found that combining written text with auditory support in digital learning environments reduces cognitive load and improves comprehension for second language learners. So, I began putting this to the test and the results were astonishing.
After implementing this audio support, the difference was noticeable, immediately. Students demonstrated greater independence on assessments. The hesitation decreased and they were able to focus on the content rather than decoding the directions. Bucheli et al. (2024) highlight that digital technologies become transformative when they are intentionally used to support diverse learners. By embedding audio, we were not lowering expectations, but we were ensuring access.
When considering this scenario with my OPL, I found the alignment with Standard 4B. This standard emphasizes leadership in promoting equitable and effective technology integration. I began by identifying a consistent barrier impacting ELL students during digital assessments. I began researching and brought in my ELL teacher to view my research and implementation of a technology-based solution. Then, I shared this strategy with school personnel so other teachers could implement the same support within their classrooms.
If I summed this experience up in one word it would be: growth as this had a significant impact on my growth as a technology leader because it reshaped how I deliver specific assessments within the digital literacy platforms. Jones and Kennedy (2023) define digital leadership as the strategic and ethical use of technology to improve instructional systems.
This experience moved me into that leadership mindset. I was not simply accommodating students-I was modeling how digital tools should be evaluated and adapted to serve all learners. Innovation is not always something brand new-sometimes it is rethinking something familiar. I still use Google Forms; but now, every assessment I create is filtered through a different question: Who might struggle with this format and how can I remove that barrier before it becomes a problem?
(Image from www.mote.com)
References
Bucheli, M. G. V., Gómez-Galán, J., & Cáceres Mesa, M. L. (2024). Digital technologies as enablers of universal design for learning: Higher education students’ perceptions in the context of SDG4. Discover Sustainability, 5, 473. https://doi.org/10.1007/s43621-024-00699-0
Kormos, J., & Nijakowska, J. (2023). Multimodal support in digital learning environments for second language learners. System, 114, 103017. https://doi.org/10.1016/j.system.2023.103017
