When looking to add to or change technology in schools, all students must be taken into account. Even if it is a piece of technology that aids only a group of students, it would be considered a win. Technology can help with many things, but it can also help with ESL/ELL students. I can't imagine being in a new school, community, and country and being expected to learn while not understanding my teachers and peers. A year ago, I learned about a device that could aid our ESL students and their teachers. That product is called PocketTalk, a handheld device for translation. As Alhamed (2021) mentions in his article, English language learners must listen to English being spoken in order for them to learn English fluently. PocketTalk does not take away from ELL students hearing their teachers speak English throughout their day, but it does enhance learning by being another option for ELL students to listen to. Jones & Kennedy (2023) quote the NELP Standards as a guide for educational administrators. Component 3.3 of the NELP Standards discusses how a school program that "demonstrates the capacity to evaluate, cultivate, and advocate for equitable, inclusive, and culturally responsive instructional and behavior support practices among teachers and staff" (p. 28). PocketTalk can be a way to cultivate and advocate for inclusive instruction for our ESL/ELL students.
Below is an infographic on what works for ELL students as they are learning English.
PocketTalk was launched in 2018 and became the first HIPAA-compliant handheld translation device in 2021. (PR Newswire, 2021). It became very relevant during the COVID_19 pandemic for those who were quarantining among those who didn't speak their native language.
Technology has brought many advantages in the education realm. One of those advantages is the help it can bring to English language learners of all ages. Although I was not in teaching before technology was as advanced, I can only imagine how hard it would be for the teacher and student when they don't speak the same language. "English learners recognize the value of technology to support autonomy, lifelong learning, creativity, collaboration, and productivity (TESOL Standards, 2008)" (Alhamed, 2021, p. 3).
At my old school, I was a go-between between the school and the IT department, so I saw a lot of technology that was purchased for the school. At a school librarian conference, someone talked about PocketTalk, a device teachers were using with their ESL students. I thought this would be an excellent device for our teachers and students because we frequently had students who registered and did not speak English. I watched some YouTube videos on the PocketTalk channel and sent the links to our ESL teacher to see if she thought it would be a worthwhile purchase. She agreed, and I began the purchase process for ten devices and a lanyard so the teachers could wear them around their necks. After we had purchased the devices and I added them to the library inventory, I emailed teachers and asked them to come by the library for an informal introduction to the device. I decided on something informal so that the teachers wouldn't feel that it was interrupting their non-instructional time. After about three months of them using them, I followed up with the teachers and asked them how it was going with the device. Many of them said it was going well and that they used them for a variety of reasons. One teacher used it for a small group, and another teacher used it for testing. Each device costs $279, so we spent $3000, plus accessories.
Finally, if given the opportunity, I would buy this again for my current school. "The emphasis of the Empowering Leader Standard is to create a culture where teachers and learners are empowered to use technology in innovative ways to enrich teaching and learning" (Jones & Kennedy, 2023, p. 151). I believe that PocketTalk is an important tool that can enrich teaching and learning.
Below is an introductory video from the PocketTalk YouTube channel.
References:
Alhamed, N. (2021). Integrating Technology into ESL Adult Learning in an Academically-Oriented Learning Environment. Journal of Instructional Pedagogies, 26.
Jones, L., & Kennedy, E. (2023). Effective technology tools for school leadership: Understanding Digital and data-driven strategies. Routledge.
Pocketalk Becomes First HIPAA-compliant Handheld Translation Device. (2021). PR Newswire US.
Pocketalk_us. (2021, November 3). How to translate with Pocketalk [Video]. YouTube.
I like how you emphasize using technology to support ELL students. It’s essential that all students have equal access to communication in order to fully engage in the learning process. Digital tools like PocketTalk can help bridge language gaps and create more inclusive learning environments, which aligns with research showing that technology enhances access and collaboration for diverse learners (Haleem et al., 2022). This also connects to our textbook, which highlights the role of school leaders in ensuring equitable and inclusive use of technology to support all students (Jones & Kennedy, 2023).
ReplyDeleteReferences
DeleteHaleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
Jones, L., & Kennedy, E. (2023). Effective technology tools for school leadership: Understanding digital and data-driven strategies. Routledge.
I really like how you emphasized the importance of communication with students. ELL students and their families must be communicated with so that the students can learn to their fullest potential. It is the the job of a school leader to ensure this is happening. I loved your personal connection weaved throughout your blog, and I also have seen Pocket Talk by used in my district. The importance of parent communication connects well to my blog post and an article I read. It stated, ""Parent-teacher relationships based on high-quality communication appear to be a key ingredient in children's school functioning" (Roy et al, 2025, p. 444). In addition, the textbook also highlights the importance of parent communication and the job of school leaders to ensure it when it says "as the types of parental involvement are implemented, there are also results for students and results for schools" (Jones and Kennedy, 2022, p. 176-177).
ReplyDeleteReferences
Jones, L., & Kennedy, E. (2023). Effective technology tools for school leadership: Understanding digital and data-driven strategies. Routledge.
Roy, M., Julien, C., Gobeil, B. J., Nadeau, M., Fitzpatrick, C., & Garon, C. G. (2026). Longitudinal trajectories of parent–teacher communication during elementary school: Investigating child academic skills, school enjoyment and self‐perceived ability. British Journal of Educational Psychology, 96(1), 443–457. https://doi-org.ezproxy.montevallo.edu/10.1111/bjep.70026
I like how you have implemented this great resource with ESL students. I was an ESL teacher before and students who have little to no knowledge of English can often feel invisible. Any type of social unrest such as not knowing a language can make students feel vulnerable because their needs to feel like they belong are not being met (Martin & Gillikin, 2025). Jones & Kennedy (2023) clearly state that promoting a healthy school climate is the responsibility of an effective school leader and that when advocated for effectively, it cultivates student engagement. These types of apps do just that for the ESL population .
ReplyDeleteReference list
Jones, L., & Kennedy, E. (2023). Effective Technology Tools for School Leadership: Understanding Digital and Data-Driven Strategies. Routledge.
Martin, S. P., & Gillikin, M. W. (2025). Leadership in action: Empowering school administrators to tackle bullying through targeted training. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 98(1), 15–20.