Study of Digital Learning Resources for Instructional English Learner Students

Task Order 27
Study of Digital Learning Resources for
Instructing English Learner Students
Task 4.4 (Part 4) Revised Teacher Survey

June XXX, 2016
July 11, 2016 (Final)

Submitted to:
U.S. Department of Education
Office of Planning, Evaluation and Policy Development

Submitted by:
Westat
1600 Research Boulevard
Rockville, Maryland 20850-3129
(301) 251-1500

Study of Digital Learning Resources for
Instructing English Learner Students
Task 4.4 (Part 3) Revised Teacher Survey

Prepared by:
Annette Zehler
Adrienne von Glatz
Karin Katterfeld
Jennifer Flynn
Eva Chen
Mihiri Silva
Westat
Philip Vahey
Savitha Moorthy
Daniela Torre
Kea Vogt
SRI International
Yesim Yilmazel-Sahin
OneWorld Linguistic Consulting, LLC
Michael Jay
Educational Systemics

Study of Digital Learning Resources (DLRs) for Instructing English Learner Students

Teacher Survey
For hard copy only:
Name:____________________________________________

Title: ________________________________

School: ____________________________________District:________________________State: _______________
PURPOSE OF THE SURVEY
 The goal of this nationally representative survey is to inform the U.S. Department of Education on the use of
Digital Learning Resources (DLRs) in the instruction of English learner (EL) students.
 The findings will be used to guide future educational research and policy.
 Your responses will help to ensure that the findings accurately inform educators and decision-makers.
 The survey findings will inform the development of a guide for educators in using DLRs to support EL students.
INSTRUCTIONS
The focus of this survey is on your use of DLRs in the instruction you provide to EL students. In responding:
(1) Consider all instruction that you provide to your EL students, including instruction you provide as a
mainstream teacher in a general education class that includes EL students and/or any specialized instruction for
ELs that you may provide, as appropriate to your instructional responsibilities; and,
(2) Respond based on the current 2016–17 school year, except where otherwise noted.

Thank you for your assistance!
Your survey responses will inform the educator guide to be developed in this study. An electronic copy of the guide
will be sent to you and your school after its publication by U.S. Department of Education.
CONFIDENTIALITY
We will not present any personally identifiable information in any report or publication resulting from the study; we will not
identify you or your school or district in any study report or publication; and no responses will be linked with any identifying
information in any data files created for the study. All responses will be aggregated and summarized across respondents. The
study team will protect or maintain confidentiality of your responses except as may be required by law. No individuals other
than research staff will see any individually identifying data (for example, names or addresses). Your participation is voluntary.
However, your responses are needed to make the study comprehensive and accurate and to provide policymakers with
accurate and complete information. Data collection is being conducted in only a sample of schools throughout the nation. This
greatly increases the importance of your participation since your responses will represent many other similar teachers.
If you have any questions about the study, please call (800) xxx-xxxx. If you have questions about your rights as a study
participant, please call the Westat Human Subjects Protections office at 1-888-920-7631. Please leave a message with your full
name, the name of the research study that you are calling about (Study of DLRs for Instructing English Learner Students), and a
phone number beginning with the area code. A research office staff person will return your call as soon as possible.

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such a
collection displays a valid OMB control number. The valid OMB control number for this information collection is xxxx-xxxx. The time
required to complete this information collection is estimated to average 35 minutes per response, including the time to review
instructions, search existing data resources, gather the data needed, and complete and review the information collection. If you have any
comments concerning the accuracy of the time estimate or suggestions for improving the survey, please write: U.S. Department of
Education, Washington D.C. 20202-4651. If you have comments or concerns regarding the contents or the status of your individual survey,
write directly to: Study of Digital Learning Resources (DLRs) for Instructing EL Students, Policy and Program Studies Service, Office of
Planning, Evaluation and Policy Development, 400 Maryland Ave, SW, Washington DC 20202.

Definitions: Digital Learning Resources
Digital Learning Resources (DLRs) refers to digital resources such as applications, software, programs, or websites that engage students in learning activities and support
students’ learning goals. There are three categories of DLRs: digital academic content tools, digital productivity tools, and digital communication tools. DLRs as defined here do
not include the hardware or infrastructure needed to use the digital resources.
DLR Category

Digital
Academic
Content
Tools

Definition
Software, applications,
programs, or websites that
offer academic content
resources and/or engage
students in activities to
learn academic content or
skills, including but not
limited to language and
literacy content or skills.

Category

Types and Examples
 Interactive tutorials or lessons (adaptive and other) such as an interactive lesson on life cycle of a butterfly or a math tutorial on

fractions.
Designed Learning
Activities

parameters, and see the results.
past history or explore a desert environment.
 Dictionaries, encyclopedias, e-books,topic blogs, and/or topic-focused websites that serve as information resources, such as an

Language Resource
Tools

6

Digital
Productivity
Tools

 Dynamic modeling or simulation tools such as a physics simulation that lets students manipulate virtual equipment, change
 Virtual worlds that immerse a student in a fully interactive environment such as one that allows a student to roam in a period of

References/
Resources

Software or online
programs or websites that
students use to plan,
document, organize, and
analyze content. They do
not contain academic
content.

 Practice and assessment tools such as a math program that provides multiple opportunities to practice addition skills.

online encyclopedia that offers students pictures, facts, and videos about mammals or a digital dictionary.
 Visual and auditory topic-related resources such as a YouTube video on earthquakes and plate tectonics.
 Translation tools that assist students by providing a translation to another language; and
 Language articulation tools that assist a student to accurate production of a language such as by showing images of how a sound

should be produced and/or by letting a student record and listen to his/her own voice to compare with the model.
 Presentation/Publication Tools such as slide presentation software that allows students to create a series of slides to

Presentation Tools
Word Processing Tools

communicate what they have learned about a topic; or to publish a digital story about a memorable day. Both may include
music, images, and/or video.
 Word Processing software that allows students to write text to support their learning activities in a variety of ways.
 Spreadsheet tools that allow students to organize and track information, such as entering and tracking local rainfall over time;
 Data analysis and representation tools that allow students to analyze and represent information such as using a tool to analyze

Information
Organization Tools

and summarize the characteristics of selected Native American groups or tribes in the Southwest;
 Concept-mapping tools that let students visually represent relationships among sets of information, such as to create a mindmap

of the American Revolution or create a concept map for the causes of the Civil War; and/or
 Story-templates that assist students to communicate a narrative using text and/or images, as in retelling a story they have heard.

Digital
Communication
Tools

Software or online
programs or websites that
students use to
communicate, collaborate,
network, or present
information. They do not
contain academic content.

Asynchronous/
Synchronous
Text Communications

 Discussion boards or forums where individuals can post reactions and/or comments to provide feedback and/or share

perspectives, such as where students write in-depth analysis of the novel they are reading and give feedback to their peers’
analyses; and
 Emails, text messaging, chats, for example, used as means of providing feedback to support student learning.
 Blogs or student journals allow students opportunities to share and/or reflect on their learning experiences, such as a student

Reflection
Tools

who uses a journal entry to reflect on her understanding of particular math concepts.

Videoconferencing/
Meeting Tools
Project Collaboration
Tools

 Videoconferencing or meeting tools provide a remote means of seeing and speaking with others in real time, as where a science

class sees and talks with NASA experts, or students in a Spanish dual language class see and share a geography game with
Spanish-speaking peers in Mexico.
 Document-sharing tools or other tools that provide an online platform where students can work on products together, as in

cases where students have access to and jointly edit a shared book report.

Multiple individual DLRs can be combined in an Integrated DLR Set
Integrated
DLR
Sets

A structured combination of
individual DLRs to provide a complete
core or supplemental curriculum.
Often, DLR sets are licensed as a
package by a school district.

Core Curriculum Integrated DLR Set
Supplemental Integrated DLR Set

A math program for grades 6–8 that combines visual lessons with embedded assessments,
productivity tools, and flexible class management tools into one package.
A math intervention for at-risk students in grades 6–12 that provides tutorials, practice
activities, and progress monitoring tools to inform instruction.

DEFINITIONS, continued
English learner (EL) student refers to students who are individuals not born in the United States or whose native
language is other than English and individuals who come from non-English-dominant environments whose skills in
English are so limited that they derive little benefit from regular school instruction. “English learner” also refers to
students who have no proficiency in English. Note: If your district has an operational definition for EL students, then
use your district’s definition in responding.
General education or mainstream instruction refers to instruction in grade-level classrooms or academic content
area classes that is provided as the instruction for the school’s general student population, and that is not a
classroom or class structured as English learner instructional services (see below). Note: General education
classrooms or classes can include English learner students.
English learner instructional services are instructional programs or services designed specifically to meet the
needs of EL students in gaining proficiency in English and learning academic content. These include:










Bilingual instruction: An educational program or instructional approach in which two languages, English and
the students’ native language, are used to provide content instruction to classes of EL students. Bilingual
programs may promote proficiency in both languages with the goal of students’ becoming fully bilingual, or
the students’ native language is used initially to assist in students’ transition to all-English instruction and then
decreased over time.
English as a Second Language (ESL) instruction: ESL programs (also English language development (ELD) or
English for Speakers of Other Languages (ESOL)) provide instruction that focuses on the structure and use of
the English language, using carefully articulated English language instruction designed to meet the needs of
students at various levels of English proficiency. The instruction may use content materials related to the
curriculum and typically involves little or no use of the native language. ESL instruction can be provided in
scheduled class periods or as push-in instruction (the ESL instructor works with students within an ongoing
content class) or as pull-out instruction (students move out of an ongoing class for an ESL session).
Newcomer program: A specialized academic environment that serves newly arrived, immigrant EL students
for a limited period of time. Newcomer programs typically focus on developing basic English language and
literacy skills, instruction in core content, and acculturation to U.S. schooling. Students transition to a school’s
regular language support program for EL after they have participated in the newcomer program.
Sheltered English content instruction: Sheltered instruction refers to regular grade-level instruction in core
content areas that are provided in English through instructional strategies that make the academic content
accessible to EL students while also assisting them to acquire academic English.
Two-way bilingual education or dual-language program: Also known as two-way immersion programs, twoway or dual language programs provide instruction using both English and a non-English language to classes
that include both EL and English-proficient students. The program goals are for all students to become bilingual
and biliterate, to succeed academically, and to develop cross-cultural awareness.

7

Background
1.

In the current school year, do you instruct one or more English learner (EL) students?
Yes

2.

Which of the following best describes your primary teaching responsibility in the current school
year? (Check one only.)
a.
b.
c.
d.
e.
f.
g.
h.

3.

No (Stop here and skip to the end/return the survey.)

I teach a mainstream, general education classroom or content class ..................
I teach a bilingual or dual-language classroom or content class ..........................
I teach a sheltered instruction program classroom or content class for ELs ........
I teach English as a second language (ESL) as a staff teacher based in this
school, providing push-in or pull-out instruction or ESL classes ...........................
I am an Itinerant English as a second language (ESL) teacher who visits the
school to provide ESL push-in or pull-out instruction or ESL classes ...................
I teach a newcomer classroom or class.................................................................
I am the EL-specialist co-teacher of a general education classroom or content
class .......................................................................................................................
Other (Specify: ___________________________________________________ )

What subject areas do you teach in the current school year? (Check all that apply.)
a.
b.
c.
d.
g.
h.

Language arts ........................................................................................................
Math ......................................................................................................................
Science...................................................................................................................
Social studies/social science..................................................................................
English as a second language/English language development .............................
Other (Specify: ___________________________________________________ )

8

4.

How many individual English learner (EL) students in this school do you teach in a typical week and
in what grade levels?
Grade

Number of
EL students

PreK
K
1
2
3
4
5
6
7
8
9
10
11
12
Total

5.

About how many different language backgrounds are there among the English learner (EL)
students you instruct in this school? (Check one only.)?
a.
b.
c.
d.
e.
f.

One language group only ........
2–5 language groups ...............
6–10 language groups .............
11–20 language groups ...........
21 or more language groups ...
I don’t know ............................

9

6.

7.

What is the most common language background among the English learner (EL) students you teach
this year? (Check one box only.)
a.

Spanish

i.

Somali

b.

Arabic

j.

Tagalog

c.

Chinese/Mandarin/Cantonese

k.

Urdu

d.

Farsi

l.

Vietnamese

e.

Japanese

m.

Other language (Specify: ___________ )

f.

Korean

n.

No single most common language

g.

Kurdish

o.

I don’t know

h.

Russian

What are the most common levels of oral English proficiency and English literacy skills among the
English learner (EL) students you teach this year? Please provide your best estimate. (Check one in
each column.)
English oral
proficiency

a. Beginner ...............................................................................
b. Advanced beginner ...............................................................
c. Intermediate .........................................................................
d. Advanced intermediate ........................................................
e. Fluent ....................................................................................
f.

No most common level. My students differ widely .............

10

English literacy
skills

8.

What certifications do you hold? (Check all that apply.)
a.
b.
c.
d.
e.
f.
g.
h.
i.

9.

Grade level ..................................................................
Subject area ...............................................................
ESL ..............................................................................
Bilingual ......................................................................
Special education .......................................................
Education technology .................................................
National Board Certification .......................................
Other (Specify: ____________________________ )
No certifications..........................................................

What is your highest degree? (Check one.)
a.
b.
c.
d.

Associate’s ..................................................................
Bachelor’s ...................................................................
Master’s .....................................................................
Doctoral .....................................................................

10. Is this your first year of teaching in grades K–12?
Yes (Skip to question #12)

No

11. For how many years (including the current year) have you been teaching? (Provide your best
estimate for each row.)
a.
b.
c.

At the K–12 level? .......................................
At your current grade level? ........................
In this district? ............................................

____
____
____

years
years
years

12. To what extent do you use your English learner (EL) students’ non-English language as part of your
instruction? (Check one.)
a.
b.
c.
d.

Not at all .....................................................................
A very small amount (less than 2% of instruction) .....
Some (2–24%) .............................................................
A significant amount (25% or more) ..........................

11

13. What training did you receive in your professional certification coursework related to the use of
technology in instruction? (Check all that apply.)
a.
b.
c.
d.
e.
f.

None................................................................................................................................
We discussed use of educational technology in some coursework ...............................
I took a specific course on integration of technology in instruction ..............................
I did a practicum that focused on integrating technology in instruction .......................
Other (Specify: _______________________________________________________ )
Not applicable – I have not taken professional certification coursework ......................

14. How comfortable are you in using Digital Learning Resources (DLRs) in your instruction? (Check
one.)
a.
b.
c.

Not comfortable .........................................................
Somewhat comfortable ..............................................
Very comfortable ........................................................

15. How confident are you in your ability to work with and instruct your current English learner (EL)
students? (Check one.)
a.
b.
c.

Not confident ..............................................................
Somewhat confident...................................................
Very confident ............................................................

16. Which of the following describe your perspectives on the value of use of technology in education?
RQ: 3 (3.5) (Check all that apply.)

a.
b.
c.
d.
e.
f.
g.
h.

Technology use in education:
Offers important tools for students to explore and learn new content and skills .........
Offers important tools for students to practice and check their learning of
already taught content and skills....................................................................................
Is primarily a distraction that causes students to lose valuable learning time ..............
Takes up far too much of a teachers’ time in relation to any benefit ............................
Is an important resource for differentiating instruction ................................................
Is not very useful for me in meeting the needs of my EL students ................................
Is a useful resource for me in meeting the needs of my EL students .............................
Other (Specify: _______________________________________________________ )

12

17. How many years (include the current year) have you instructed one or more English learner (EL)
students? (Check one.)
a.
b.
c.
d.

One year –This is my first year teaching ELs ...............
2–5 years .....................................................................
6–10 years...................................................................
11 or more years .........................................................

18. For how many years in total (include the current year) have you used Digital Learning Resources
(DLRs) in your instruction? (Check one.)
a.
b.
c.
d.
e.

None ...........................................................................
One year –I’m just beginning to use DLRs this year ...
2–5 years .....................................................................
6–10 years...................................................................
11 or more years .........................................................

19. Do you use any Digital Learning Resources (DLRs) in instructing your English learner (EL) student(s)
in this school year? (Refer to the definitions and the DLR category matrix.)
Yes

No(Skip to question #34)

20. What supports for use of Digital Learning Resources (DLRs) are available to you and how available
are they? (Check one in each row.) RQ: 4 (4.1, 4.2); 5 (5.4)
Not
available
to me

Rarely
Sometimes Usually
available available available
when
when
when
needed
needed
needed

Type of support
a. Staff to resolve computer hardware or software
issues .......................................................................................................
b. Staff to provide guidance on how to work with a
specific DLR(s) .........................................................................................

c. Staff to offer guidance on selecting DLRs for
EL students in my classroom ...................................................................
d. Staff to provide one-on-one coaching on how to
integrate DLRs in my instruction of all students .....................................
e. Staff to provide one-on-one coaching on how to
integrate DLRs in my instruction of EL students
specifically ...............................................................................................
f.

Informal support and guidance from other
teachers in my school or district .............................................................

g. Guidance from regional support center or other
regional technical assistance center staff ...............................................
h. Other (Specify: ___________________________ )
13

Categories of Digital Learning Resources (DLRs) Used
(Refer to the DLR category matrix).
21. What types of Digital Academic Content tools do you use? Do you use these with English proficient
students in your class(es) only, EL students only, or all students in your class(es)? (Check one in each
row.) RQ: 2 (2.1, 2.3); 7 (7.3)

Categories and types of individual DLRs

Used
with/by
Used
NAAvailable English
with/by
Used
Not
but I
proficient
EL
with/by all
available don’t use students students
of my
to me
these
only
only
students

DIGITAL ACADEMIC CONTENT TOOLS
a. Tutorials or lessons on basic English
vocabulary and language skills ............................
b. Tutorials or lessons on language and/or
literacy .................................................................
c. Tutorials or lessons on math, science, or
other academic content areas .............................
e. Practice and assessment tools for
language and/or literacy ......................................
f. Practice and assessment tools for math,
science, or other academic content areas ...........
h. Simulations or dynamic modeling tools ..............
i.

Virtual worlds to build academic skills or
content knowledge ..............................................
j. References and other resources provided
specifically as K-12 learning resources
(such as online dictionaries, topic websites,
e-books, images and videos) ....................................
k. Commercial and non-commercial
websites or resources that were not
designed as content for K–12 learning
activities (such as travel sites, online store
product display sites, and videos) .............................
l. Language translation tools ..................................
m. Language articulation tools .................................

14

22. What types of Digital Productivity and Digital Communication tools do you use in your instruction?
Do you use these with English proficient students in your class(es) only, EL students only, or all
students in your class(es)? (Check one in each row.) RQ: 2 (2.1, 2.3), 7 (7.3)

NANot
available
to me

Types of DLRs

DIGITAL PRODUCTIVITY TOOLS
a. Presentation tools ...............................................
b. Spreadsheets or data analysis tools ....................
c. Information organization tools (such as
concept maps and storytelling templates) ................
DIGITAL COMMUNICATION TOOLS
d. Discussion boards, blogs, chats, journals ............
e. Video-conferencing or meeting tools to
communicate within our class or school .............
f. Video-conferencing or meeting tools to
communicate with others outside of our
class or school ......................................................
g. Project collaboration tools for joint work
within our class or school ....................................
h. Project collaboration tools for joint work
with others outside of our class or school ..........
OTHER
g. Other (Specify: _____________________)
h. Other (Specify: _____________________)

15

Used
with/by
Used
English
with/by
Used
Available proficient
EL
with/by all
but not
students students
of my
used
only
only
students

23. What DLRs do you use in instructing your English learner (EL) student(s) and how frequently do you
use these? Include general education instruction you may provide to a whole class that includes
ELs). (Check one in each row.) RQ: 2 (2.1, 2.3); 3 (3.2)
Frequency of DLR use in instructing ELs

Type and/or content of DLRs

Not at all

DIGITAL ACADEMIC CONTENT TOOLS
a. Tutorials or lessons on basic English
vocabulary and language skills ............................
b. Tutorials or lessons on language
and/or literacy .....................................................
c. Tutorials or lessons on math, science,
or other academic content areas ........................
d. Practice and assessment tools for
language and/or literacy ......................................
e. Practice and assessment tools for
math, science, or other academic
content areas ......................................................
f. Simulations or dynamic modeling tools ..............
g. Virtual worlds to build academic skills
or content knowledge..........................................
h. References and other resources
provided specifically as K–12 learning
resources (such as online dictionaries,
topic websites, e-books, images or videos) ................
i. Commercial and non-commercial
websites or resources that were not
designed as content for K–12 learning
activities (such as travel sites, online store
product display sites, videos or other) ......................
j. Language translation tools ..................................
k. Language articulation tools .................................
DIGITAL PRODUCTIVITY TOOLS
l. Presentation tools ...............................................
m. Spreadsheets or data analysis tools ....................
n. Information organization tools (such as
concept maps and storytelling templates) ................
DIGITAL COMMUNICATION TOOLS
o. Discussion boards, blogs, chats,
journals ................................................................
p. Video-conferencing or meeting tools ..................
q. Project collaboration tools ..................................

16

Less than
monthly

Monthly

Weekly

Daily

24. Considering all DLRs that your English learner (EL) student(s) use in the instruction you provide,
how frequently are they using DLRs designed primarily for the following groups of students?
(Check one in each row.) RQ: 2 (2.4)
Frequency of EL students’ use in instruction

DLRs designed primarily for:

Not at all

a. General education students ................................
b. Struggling students ..............................................
c. English learner students ......................................
d. Other (Specify: _________________ )

17

Less than
monthly

Monthly

Weekly

Daily

Identifying Digital Learning Resources (DLRs)
25. Please indicate the sources you use to identify Digital Learning Resources (DLRs) for instructing:


your students in general education class(es) (including whole-class or other instruction in which
English learner students may participate), and



your EL student(s) specifically (Check one in each column, in each row.) RQ: 1 (1.4)

**NOTE:

□

IF YOU TEACH ONLY EL STUDENTS, CHECK HERE:

AND COMPLETE “B” ONLY

A
For students in
general education classes
Not
appli- Not at
cable all or Someto me rarely times Often

My sources for identifying DLRs are:
a. Recommendations of district or
school administrators ...........................................
b. Recommendations of my fellow
teachers ................................................................
c. Recommendations of the school’s
EL specialist...........................................................
d. Recommendations of a technology
coach or specialist ................................................
e. Recommendations from students
or their families ....................................................
f.

General online searches I’ve
conducted .............................................................

g. My searches of education-specific
online DLR collections (e.g., EdSurge,
Graphite, OER Commons) .....................................
h. Professional development sessions
on DLRs provided in the district ...........................
i.

Guidance from regional service or
technical assistance centers .................................

j.

Online teacher blog sites ......................................

k. Other (Specify: ________________ )

18

B
For
EL students specifically
Not
appli- Not at
cable all or Someto me rarely times Often

Selecting Digital Learning Resources (DLRs)
26. How important are the following features and/or criteria when you are selecting Digital Learning
Resources (DLRs) for: RQ: 1 (1.5)
 your students in general education class(es) (including whole-class or other instruction in which
English learner students may participate) and
 your EL student(s) specifically.
**IF YOU TEACH ONLY EL STUDENTS, CHECK HERE:

AND COMPLETE “B” ONLY **

A.
For students in
general education classes
Not
Somewhat
Very
important important important

FEATURES RELATED TO STUDENT USE OF DLRs
The DLR:
a. Allows students to track their
own progress ....................................................................
b. Promotes pairs or groups of
students to collaborate .....................................................
c. Can be used by students working
with their parents or families ............................................
d. Engages students in learning
activities structured as a game ..........................................
e. Allows students to direct their
learning, focusing on content
they want to pursue ..........................................................
CONTENT FEATURES
The DLR:
f. Is state standards aligned .................................................
g. Is aligned with our curriculum ...........................................
h. Provides various levels of text
difficulty for the same content .........................................
i. Is adaptive (i.e., adjusts content
to the student’s skill level or
need).................................................................................
OTHER CRITERIA
The DLR:
j. Is one that other teachers in my
school have used successfully
with students .....................................................................
k. Is very low cost or free ......................................................
l. Is one made available through my
district or school ................................................................
m. Has research evidence indicating
its effectiveness .................................................................
n. Is easy for me to use ..........................................................
o. Is easy for students to use .................................................
p. Other (Specify: ______________ )

19

B.
For EL students specifically
Not
Somewhat
Very
important important important

27. How important are the following features when you select a Digital Learning Resource (DLR) for
your English learner (EL) student(s)? (Check one in each row.) RQ: 1 (1.5); 2 (2.4)

The DLR includes:
a. Materials in the language(s) of my EL
students .........................................................
b. Text-to-speech functions that let a student
hear a word or phrase ...................................
c. Visual supports for understanding such as
images, illustrations, graphics, virtual
manipulatives, and/or video ........................
d. A translation function from English to other
languages and/or from other languages to
English ...........................................................
e. A record and replay function that allows
students to record and review their own
voices .............................................................
f.

Language-support features such as
interactive dictionaries, glossaries ................

g. Definition functions that explain a word or
concept using simple English vocabulary and
structure ........................................................
h. Other (Specify: ______________________ )
i.

Other (Specify: ______________________ )

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NA- I’m not
aware of
this feature
Not
or function important

Somewhat
important

Very
important

Technology Devices Used in Instruction
We’d like to understand the digital devices that you use for working with Digital Learning Resources
(DLRs) in your classroom.

28. Are the following hardware or devices available to you and how frequently do you use them in your
instruction of EL students? (Check one in each row.) RQ: 5 (5.5)

Digital devices

NA
(not
available
to me)

a. An interactive whiteboard in my
classroom ..........................................
b. A document camera or LCD digital
projector in my classroom ................
c. A computer lab in school ..................
d. Computers in the classroom that
students share...................................
e. Tablets, laptops, or other mobile
devices on a cart ...............................
f.

1:1 tablets, laptops, or other mobile
devices that stay in our classroom
for students’ use ...............................

g. 1:1 tablets, laptops, or other mobile
devices that students use both at
school and at home...........................
h. Students use their own mobile
devices in the classroom ................
i.

Other (Specify: ________________)

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Frequency used in instructing ELs
Not at all

Less than
monthly Monthly

Weekly

Daily

Goals in using Digital Learning Resources (DLRs)
29. Which of the following are goals you have for use of Digital Learning Resources (DLRs) in instructing
your English learner (EL) student(s)? (Check one in each row.) RQ: 3 (3.1, 3.2)
Extent to which this is a goal

Not
a goal

Goals in use of DLRs with EL students
ACADEMIC CONTENT GOALS
a. Develop basic English language skills and/or vocabulary ....
b. Build academic English listening and speaking skills ...........
c. Build academic English literacy skills ...................................
d. Learn new academic content in math, science, or social
studies ..................................................................................
e. Practice English listening and speaking skills.......................
f.

Practice English reading and writing skills ...........................

g. Practice or review academic content or skills .....................
LEARNING ACTIVITY GOALS
h. Provide students with alternative means of
understanding and communicating .....................................
i.

Differentiate instruction for individual students .................

j.

Promote student-to-student collaboration in the class
among ELs and their peers ..................................................

k. Encourage students to direct their own learning ................
STUDENT AFFECT GOALS
l. Increase student motivation................................................
m. Increase student active engagement in content .................
OTHER
n. Support student work at home on learning activities with
parents or family members .................................................
o. Support student continued work on learning activities
outside of class ....................................................................
p. Other (Specify: _________________________________ )

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One of
my goals,
but not a
major goal

A major
goal

Contexts for EL students’ use of Digital Learning Resources (DLRs)
30. How frequently do your English learner (EL) student(s) work with Digital Learning Resources (DLRs)
independently or in groups in your class(es) and/or in other contexts? (Check one in each row.)
RQ: 3 (3.3)
Extent that EL student(s) use DLRs

Grouping structures for use of DLRs

Not at all

INDEPENDENT USE
a. EL students work independently with a
DLR(s) ............................................................
b. EL students work individually with a
DLR, with a teacher or aide directly
facilitating .....................................................
GROUP USE
c. Pairs or groups of EL students jointly use
a DLR(s) .........................................................
d. Pairs or groups of EL students and
English-proficient peers jointly use a
DLR(s) ............................................................
e. EL students work as part of a whole
classroom activity using a DLR(s) ..................
OTHER
f.

EL students are assigned to use a DLR to
continue learning outside of class ............... )

g. EL students are assigned to work with
parents or other family members at
home using a DLR(s) .....................................
h. EL students use DLRs during free time or
after they finish assigned work ................... )
i.

Other (Specify: ___________________ )

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Rarely

Sometimes

Often

All of their
work on
DLRs

31. To what extent do the following factors present barriers to your use of Digital Learning Resources
(DLRs) for instructing your EL student(s)? (Check one in each row.) RQ: 5 (5.2)

Factors that are barriers
BARRIERS RELATED TO TIME
a. Time to find DLRs .................................................................
b. Time to learn to use DLRs ....................................................
c. Time to set up or trouble-shoot DLRs for use .....................
BARRIERS RELATED TO SUPPORT
d. Lack of professional development on how to use
specific DLRs ........................................................................
e. Lack of in-class support on using DLRs in instructing my
students ...............................................................................
f. Lack of principal’s support for use of DLRs ..........................
BARRIERS RELATED TO ACCESS
g. Insufficient Internet capacity ...............................................
h. Insufficient reliability of access to the Internet ...................
i. Very limited or no access to specific DLRs due to the
limited number of licenses in the school or district ............
j. District or school policy related to DLR use .........................
k. Students’ lack of access to DLRs at home due to limited
or no Internet capacity ........................................................
l. Students’ lack of access at home for reasons other than
limited or no Internet capacity ............................................
OTHER FACTORS
m. Costs of DLRs........................................................................
n. Lack of language support in the DLRs in the language(s)
of my EL students................................................................
o. Difficulty in finding DLRs appropriate to my students’
needs....................................................................................
p. Students’ low level of technology skills ...............................
q. My lack of knowledge of the available DLRs and how to
choose among them ............................................................
r. Other (Specify: ________________________________ )

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Extent barrier to using DLRs for
my EL students specifically
Not a
To some
To a
barrier
extent
large extent

Outcomes of DLR use
32. To what extent would you agree or disagree that use of Digital Learning Resources (DLRs) has
contributed to the following types of outcomes for your English learner (EL) students? RQ: 6 (6.2)

Strongly
agree

Outcomes for EL students
a. Improved academic achievement .................

b. Increased proficiency in English language ................
c.

Increased English vocabulary ....................................

d. Increased English literacy skills .................................
e. Higher levels of active student participation
in instructional activities ...........................................
f. Higher student attendance........................................
g. Student progress in skill levels or academic
content levels ............................................................
h. Improved student positive attitudes toward
learning and school ...................................................
i. Increased student interaction and
communication with peers .......................................
j. Enhanced parent and family engagement in
student’s learning .....................................................
k. Other (Specify: _______________________ )

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Somewhat
agree

Somewhat
disagree

Strongly
disagree

NA Not
relevant
to my
DLR use

33. Which of the following do you track to judge the effectiveness of Digital Learning Resources (DLRs)
use in supporting English learner (EL) students? (Check one in each row.) RQ 6 (6.2)
Measure

Yes

No

a. EL student performance on English language proficiency tests ........................
b. EL student grades on report cards .....................................................................
c. EL student progress on reading book levels .......................................................
d. EL student scores on in-class assessments.........................................................
e. EL student scores on district assessments .........................................................
f. EL student scores on state standardized assessments ......................................
g. EL student progress on the DLR skills levels. .....................................................
h. Other (Specify: _________________________________________________ )

The next two questions ask about formal professional development (PD) that you received from your
school or district during the past three school years (including the current year). Include workshops,
institutes, consultations with coaches or other technology specialists and/or other PD on DLRs that you
received through your school or district.
34. what is your best estimate of the hours of formal professional development related to the use of
Digital Learning Resources (DLRs) you have received in the past three school years (including this
school year)? (Check one below.) RQ: 4 (4.2)

None

1–5
hours

6–10
hours

11–25
hours

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26–50
hours

51 -75
hours

76 or
more
hours

In responding to the next two items, consider the professional development and other supports you
have received over the past three years (including the current year).
35. How helpful were the following formal professional development (PD) and other supports you have
received in the past three years to your use of Digital Learning Resources (DLRs) in instructing your
English learner (EL) student(s)? RQ: 4 (4.1, 4.3), 5 (5.4)
Extent helpful to
my use of DLRs with my EL student(s)
NANot helpful Slightly Moderately Extremely
Not received
at all
helpful
helpful
helpful

Professional development (PD) or support
received in the past three years
RELATED TO DLRs In GENERAL
a. Workshops on how to select DLRs for
my own students and instructional
goals ..............................................................
b. Workshops on how to work with the
features of a specific DLR ..............................
c. Workshops on integrating DLRs into
instruction in general ....................................
d. Coaching on selecting DLRs for my
classroom instruction....................................
e Coaching on how to integrate DLRs in
my classroom instruction ..............................
f. In-class assistance in how to use the
feature of a specific DLR ...............................
g. Individual release time for planning
related to use of DLRs ...................................
h. Specific joint time allocated for
teachers to discuss use of DLRs ...................
i. Online PD modules provided by my
district to learn about DLRs ..........................
SPECIFIC TO USE OF DLRs FOR ELs
j. Workshops on selecting DLRs
specifically for my EL students ......................
k. Workshops on integrating DLRs into
my instruction for ELs ...................................
l. Coaching on selecting DLRs for
instructing my EL students ............................
m. Coaching on how to integrate DLRs
into instruction of my ELs ..................
n. Scheduled consultations with an ESL
or other EL-specialist teacher ............

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36. Considering the past three years (including the current school year), how helpful have the following
types of informal professional development (PD) and other supports been to your use of Digital
Learning Resources (DLRs) with English learner (EL) student(s)? RQ: 4 (4.1; 4.3), 5 (5.4)
Extent helpful to
my use of DLRs with my EL student(s)
Type of Informal professional development
(PD) and support

NANot received

a. Informal mentoring from or
collaboration with another teacher .............
b. Informal discussions as a group with
other teachers or staff on using DLRs .........
c. Learning on my own through online
professional communities, discussion
boards, and other collaborative sites ...........
d. Learning about DLRs through online
searchable DLR collections (e.g.,
EdSurge, Graphite, OER Commons) ..............
e. Receiving support to attend a
conference relevant to using DLRs
with EL students ...........................................
f.

Consulting with a school or district
ESL or other EL-specialist teacher ................

g. Other (Specify: ________________ )

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Not helpful
at all

Slightly
helpful

Moderately Extremely
helpful
helpful

37. Do you provide any of the following types of professional development (PD) or support to other
teachers in the current school year related to using Digital Learning Resources (DLRs) in instructing
English learner (EL) student(s) specifically? RQ: 4 (4.2)
Do you provide this
PD or support?
Type of professional development or support I provide in the current school year

Yes

No

a. Informal mentoring of a classroom or content area teacher on DLR use for
ELs ...................................................................................................................
b. Leading informal discussions with a group of teachers on using DLRs for
ELs ..................................................................................................................
c. Providing scheduled workshops on use of DLRs for EL students ...................
d. Providing suggestions of specific DLRs to a teacher for use with an EL
student ............................................................................................................
e. Holding regular, planned meetings with a teacher that include suggestions
on DLR use with ELs ........................................................................................
f.

In-class coaching of a teacher on using DLR(s) with EL students ...................

g. Other (Specify: _______________________________________________ )

38. In which areas would you appreciate more support related to use of Digital Learning Resources
(DLRs) with English learner (EL) students? (Check all that apply.) RQ: 7 (7.4)
a.
b.
c.
d.
e.
f.
g.

Understanding criteria to use in selecting DLRs appropriate for my EL students ...............
Planning instruction that uses DLRs effectively with EL students .......................................
Managing instruction and learning as a facilitator of EL students’ work with DLRs ...........
Planning for effective mixed use of DLRs and non-digital resources ..................................
Becoming informed about the range of DLRs available .....................................................
Other (Specify: _________________________________________________________ )
None of the above ...............................................................................................................

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39. Please list up to two Digital Learning Resources (DLRs) that you have used most frequently for
instructing your English learner (EL) students: RQ: 2 (2.3)
a. DLR name: ____________________________________________________________________
Source or publisher (if known): ____________________________________________________
Please give an example of how you most typically use this DLR:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
b. DLR name: ____________________________________________________________________
Source or publisher (if known): ____________________________________________________
Please give an example of how you most typically use this DLR:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
40. If you could share your ideas about Digital Learning Resources (DLRs) with a DLR developer, what
types of new DLRs or changes in DLRs would you suggest to help you to more effectively instruct
and support English learner (EL) students? RQ: 7 (7.2, 7.4)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

.

Thank you for your contribution to this study!

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