What English Learners Need from Edtech: Insights from Educators and Communities

In November 2025, New America’s Teaching, Learning, and Tech team hosted a conversation to explore how educational technologies (edtech) and open educational resources (OER) can support English learners (ELs) to succeed in work, life, and school. Participants from across the United States—ranging from EL teachers, EL supervisors, and community intermediaries—spoke about the opportunities and challenges of edtech and OER as it relates to ELs in K–12 settings and out-of-school time.

Students identified as ELs, individuals who have sufficient difficulty speaking, reading, writing, or understanding the English language which may limit their ability to succeed in English-instruction classrooms, represent 10.6 percent of the total K–12 population. English learners are heterogenous, varying greatly across racial and linguistic demographics, and come to school with varying levels of English Language Proficiency (ELP). Meeting the needs of such a diverse group of learners requires instructional strategies and tools that allow educators to offer differentiated services.

Research indicates that ELs have a positive effect on the learning outcomes of all peers, with improved test scores in reading and math across classrooms. At the same time, recent shifts in federal policy—including the rescission of guidance—have changed how districts are held accountable for implementing support for EL. While federal law continues to require schools to provide appropriate services to students learning English, the lack of federal guidance could weaken support for students learning English, especially for immigrant students. Meaningful and sustained EL support remains an important consideration for students, families, and the K–12 education system overall.

Edtech, which includes digital tools and softwares that support teaching and learning, and OER, high quality openly licensed educational materials that allow for customization, offer affordable and bespoke resources to support ELs. Participants identified edtech and OER as critical to support both EL students and teachers but noted that, without proper implementation, they have the potential to exacerbate existing inequalities.

The discussion focused on five questions:

• What edtech tools and/or OERs are EL educators and students currently using in classrooms and/or in out-of-school time spaces such as afterschool programs or libraries?
• How has the increased use of AI-powered tools (like translation or writing support software) impacted your instruction and assessment of EL students?
• What are examples of edtech and/or OER uses and practices that are helpful or harmful?
• In what ways is the current anti-immigration climate affecting EL students’ and families’ trust in schools and their willingness to engage with digital platforms for virtual learning?
• What barriers (e.g., access, digital literacy, parental concerns, district restrictions) limit your students’ or families’ engagement with edtech and/or OERs?

Participants highlighted three major considerations that should shape how edtech and OER can be approached to better support EL students. First, edtech and OER, including those that incorporate artificial intelligence (AI), when implemented well, have the potential to empower ELs to participate more fully in learning. Second, the need for trust, community partnership, and context-specific resources cannot be understated; ELs are often disproportionately accused of academic dishonesty when they use translation, writing, or language-support technologies designed to help them learn. Finally, concerns over surveillance and data privacy, particularly for immigrant and mixed-status families, may create fear around how student data is collected, stored, or shared. The conversation also reflected current realities of aggressive immigration enforcement and new risks for EL students due to recent federal actions.

Roundtable participants agreed that EL programs can benefit significantly from the thoughtful integration of emerging technologies in the classroom. As one educator explained, technology “does a great job of leveling the playing field—whether they are gifted, multilingual learners, or students receiving special education services.” Participants emphasized that technology tools allow teachers to differentiate instruction more effectively and meet students at their individual levels of language development and academic readiness.

Teachers identified that technologies like real-time translation tools and digital language acquisition platforms support the simultaneous development of language skills and content-area knowledge for students. One educator described how peer-supported technology use accelerated learning outcomes: “peers began to help some of the EL students use devices. As their devices became more of a tool for learning, they were able to run with content over the course of a couple months, significantly faster than in previous years.” These examples highlight the potential of edtech to enhance both access and instructional effectiveness when integrated into classroom practice.

Notably, participants also cautioned that these impacts are often uneven and largely limited to districts and classrooms that prioritize access to devices, connectivity, and instructional support. Variations in funding, staff capacity, and infrastructure result in widely different experiences for ELs. When technology use is insufficiently guided, participants cautioned that AI tools may be used to complete tasks for students, such as translation, rather than support meaningful learning. As one educator observed, “Software like Lexia English, BrainPOP, and others have been helpful; the goal is to adapt and modify these tools to better engage students, use AI intentionally, and scaffold learning.” Participant comments underscored the need for both equitable access and intentional instructional design to ensure edtech supports, rather than replaces, the learning process of ELs.

Educators indicated that effectively balancing the use of AI and edtech with academic integrity and culturally-responsive pedagogy is essential in EL environments. Despite edtech’s benefits, educators described instances in which technology use was restricted due to concerns about academic dishonesty. One educator shared, “One of my EL student’s other teachers would not let her use her phone in class, even though I explained that she was not using her phone inappropriately.” Participants also noted that EL students are disproportionately flagged for cheating, often because the tools they rely on for language support are misunderstood or misinterpreted. This claim is also supported by reporting that showcases a disproportionate amount of ELs accused of academic dishonesty compared to their peers.

Participants identified teacher-student trust as a foundational element in creating a supportive EL learning environment, where edtech can support learning without fear of punitive responses. Equally important, educators stressed the need for explicit instruction on the responsible use of digital tools and AI: “There must be designated rules, guidelines, and processes to ensure that AI is being used responsibly.” Educators frequently emphasized that academic integrity is best upheld when students are taught to use technology as a tool for learning and language development, rather than as a means of completing assignments for them. Thus, establishing clear expectations and shared norms around technology use, participants posit, fosters a reciprocal relationship of trust that supports both learning and accountability.

As explained in a report by the Center for Democracy and Technology, experts flagged the growing need to safeguard student data amid heightened concerns about immigration enforcement activities. While federal law largely protects disclosing protected student information, such as immigration status, risks persist when data is shared, accessed, or exposed through activity monitoring systems, content filtering and blocking software, or other security breaches. Notably, ELs are made up of students from a variety of immigration statuses. But, educators noted that recent information security incidents, specifically the data breach at PowerSchool—which houses sensitive information such as language status and immigration-related indicators—have heightened fears among families regarding the use of online data collection systems. As some schools transition to online alternatives and virtual learning, one teacher emphasized, “unless there is trust, there is no way that the information will be felt to be safe.”

Participants also highlighted the long-standing role of comprehensive student data collection in enabling school districts to meet federal reporting requirements and access critical funding. For example, aggregated data support initiatives such as EdFacts and programs like the Immigrant Children and Youth Enrollment Grant, which funds EL student learning. But, participants consistently reported that “people do not want to share information or enroll in these programs out of fear.” This reluctance has contributed to declining participation in early childhood and other support programs, which in turn reduced available funding. Hence, technology can and should support EL students and their families, but only when robust data protections are in place to ensure privacy, security, and trust.

Edtech presents a variety of possibilities to benefit EL learning. However, especially in light of current threats to eliminate Title III funding, the primary federal funding stream geared towards supporting ELs, increasing threats to EL learning, and aggressive immigration enforcement by the current administration, it is essential to protect the civil rights of EL students. Edtech must meet the needs of these EL communities through culturally responsive material and adequate access, support the building of classroom trust, and ensure proper data protection. This conversation yields three main recommendations:

1. Ensure equitable and intentional access to edtech for EL students: Districts must provide consistent access to devices, connectivity, and instructional supports, paired with professional development that helps educators use AI and digital tools for instruction.
2. Develop clear guidelines for AI use and academic integrity grounded in trust: Establish shared expectations for responsible technology use, teaching students how to use AI as a learning tool, and support teachers in differentiating appropriate language supports from academic misconduct.
3. Strengthen student data privacy protections to build student and family trust: Implement robust safeguards for student data, clearly communicate privacy practices to families, and ensure that technology use does not compromise civil rights or deter participation in EL programs.