Building Digital Literacy for ELs in the 21st Century

 Building Digital Literacy for ELs in the 21st Century

In today's increasingly digital world, fostering digital literacy among English Language Learners (ELLs) is essential for preparing them to navigate and thrive in a technology-driven society. According to Yuan, Wang, and Eagle (2019), the rapid evolution of technology has transformed how information is produced,  communicated, and interpreted, requiring a shift in educational practices to support ELLs in developing digital literacies. This transformation calls for a pedagogical approach that embraces the cultural identities of ELLs and empowers them as critical consumers and producers of information.

In the classroom, integrating technology can significantly enhance ELLs' learning experiences. For instance, educators can utilize tools like iPads to support communication skills across reading, writing, speaking, and listening domains. Technology also enables the creation of interactive and multimodal activities that cater to diverse learning needs, fostering better communication and engagement among young ELLs. 

By leveraging technology thoughtfully and inclusively, educators can create learning environments that not only support language acquisition but also empower ELLs to become active participants in their educational journeys.

According to Yuan, Wang, and Eagle, digital literacy "implies the ability to understand media, to search and think critically about retrievable information, and to be able to communicate with others through a variety of digital tools and applications" (Yuan, Wang, Eagle, 2019). 

In her article Using Technology to Support Young English Language Learners in a Hybrid Classroom, Katie Gardner (2021) describes how she integrates technology and digital literacy into her hybrid teaching model to support ELs. In this model, students attend in-person classes two days per week, during which Gardner introduces content-specific vocabulary and language skills through direct instruction. On the remaining days, students learn from home using iPads to complete interactive and engaging virtual tasks that reinforce their understanding of the material. While Gardner acknowledges that this pedagogical shift has presented challenges, she emphasizes its benefits for language development. Technology allows her to support all four language domains: reading, writing, listening, and speaking, while also teaching academic content. Additionally, digital tools allow her to collect evidence of learning and monitor student progress. Gardner attributes much of her success to the gradual release of responsibility, where students are first guided during in-person instruction and then given opportunities to apply their knowledge independently during remote learning (Gardner, 2021).

Tools Gardner Uses to Teach Students Digital Literacy Skills

• Dictation Accessibility Feature- This feature is used for students to type their answers to questions as well as highlight text on the iPad. They can also choose the speak selection accessibility feature to hear words read aloud (Gardner, 2021).
• Apple Clips App- Gardner uses this app to demonstrate and explain new literacy skills. This app also features Spanish closed captions to support understanding of new content. In the app, you can add fun background music, emojis, filters, and digital posters. Gardner first models content in these videos, then asks students to try it with her on their ipads, and eventually independently on a separate piece of paper (Gardner, 2021)
• Apple Pages- Gardner has students create interactive books to show what they know using features and tools such as the camera, video, audio, and drawing (Gardner, 2021). 
• Podcasts- Students create podcasts to explain order of events and details (Gardner, 2021). 
• Interactive Scavenger Hunts- Students find new vocabulary words around their community and share them through photos, text labels, and audio recordings (Gardner, 2021). 
• Photo Markup Feature- Students take pictures and use the markup feature to draw over the picture and design or build their own creation. Students then create an audio recording describing their creation (Gardner, 2021). 

Benefits and Potential Roadblocks of Digital Literacy

Integrating digital literacy into the classroom offers numerous benefits for English Language Learners, particularly within a hybrid learning model. Katie Gardner's experience highlights how technology can enhance communication skills across reading, writing, speaking, and listening domains. Gardner also creates engaging, interactive content, such as flipped learning videos and interactive digital activity books. These digital activities support differentiated instruction and allow students to demonstrate their understanding in various ways. These resources also facilitate parent involvement, enabling families to monitor progress and reinforce learning at home. In addition, the gradual release model Gardner uses helps students build independence and confidence in their academic and digital literacy journey. 

However, there are some potential roadblocks in implementing digital literacy effectively.  Not all students have the same access to technology or reliable internet, which can make it harder for some students to keep up. Plus, technology is always changing, and it can be tough for teachers to keep up unless they get regular training and support. If teachers don’t feel confident using new tools, it can be hard to use them in a way that helps students learn. There's also the risk of students spending too much time on screens, which can lead to burnout or feeling disconnected. To make things work smoothly, schools need to focus on making sure everyone has access to the right tools, help teachers stay up to date, and find a good balance in how technology is used.

Digital Literacy in the Elementary Classroom

Integrating digital literacy into a first-grade, in-person classroom can open up exciting new ways to support young ELLs. Inspired by Katie Gardner’s hybrid model, many of her strategies can be adapted effectively for a traditional classroom setting. For example, using iPads or classroom devices during literacy centers can help students engage with reading, writing, listening, and speaking through interactive apps like Seesaw or Book Creator. These tools allow students to record themselves reading, create digital stories, or sort vocabulary cards, giving them multiple ways to express their understanding.

Creating digital centers as part of daily rotations is another great way to bring technology into the classroom. These centers might include listening to a read-aloud, recording responses, or practicing new vocabulary with drag-and-drop activities. Even Gardner’s idea of flipped videos can work in person. Teachers can record short lessons or read-alouds that students can revisit during center time, helping reinforce content at their own pace. Multimodal learning is especially beneficial for ELLs, as it allows them to combine pictures, audio, and text to build and show understanding, even if they are still developing writing skills.

In addition to classroom use, digital tools can also help build stronger home-school connections. Sending student-created videos or digital portfolios to families helps reinforce learning outside of school and keeps parents involved. A key part of Gardner’s success is the gradual release of responsibility method—beginning with modeling, moving to guided practice, and finally encouraging independent work. This approach can be mirrored in the classroom, using technology to build student confidence and autonomy. 

Preparing for a Digitally Literate Society

As we continue to prepare students for a world shaped by technology, integrating digital literacy into early education is more important than ever, especially for English Language Learners. By using thoughtful strategies like those shared by Katie Gardner, teachers can create engaging, supportive learning environments that build language skills and digital confidence at the same time. While challenges like tech access and training do exist, the benefits—greater student independence, more ways to communicate, and stronger home-school connections—make it a worthy investment. With the right tools and mindset, educators can empower even their youngest learners to thrive in a digital age.

References

Cox, J. (2013, November 4). Advantages/Disadvantages of the iPad classroom. TeachHUB. https://www.teachhub.com/technology-in-the-classroom/2013/11/advantages-disadvantages-of-the-ipad-classroom/

Gardner, K. (2021, January 8). Using technology to support young English language learners in a hybrid classroom. Edutopia. https://www.edutopia.org/article/using-technology-support-young-english-language-learners-hybrid-classroom/

Vos, L. J. (2023, June 23). Teaching digital literacy to students in 2023. eLearning Industry. https://elearningindustry.com/teaching-digital-literacy-to-students-in-2023

Yuan, C., Wang, L., & Eagle, J. (2019). Empowering English language learners through digital literacies: Research, complexities, and implications. Media and Communication, 7(2), 128–136. https://doi.org/10.17645/mac.v7i2.1912