English language learners (ELLs) comprise a large percentage of California’s
public school enrollment and are rapidly changing the cultural diversity landscape
within schools and communities. In rural California school districts where access to
funding and technology is severely lacking compared to larger districts, ELLs face
additional barriers to second language acquisition (SLA) and educational
attainment.
This paper provides insight to educators on the socioeconomic status of Hispanic
ELL students in rural California and how this status affects their SLA and digital
literacy learning. Additionally, this paper provides a presentation for educators on
the steps they can take to establish an equal digital ‘playing field’ for ELLs in their
school districts. The presentation, Creating An Equitable Educational Technology
Plan for Elementary Hispanic ELLs in Rural California Communities, covers five
topics: a background on California Hispanic ELLs, creating access to digital
technology and resources, parental engagement, instructional and scaffolding
tools, and additional multi-media resources for educators and parents.
","abstract_html":"<p>English language learners (ELLs) comprise a large percentage of California’s </p> <p>public school enrollment and are rapidly changing the cultural diversity landscape</p> <p>within schools and communities. In rural California school districts where access to</p> <p>funding and technology is severely lacking compared to larger districts, ELLs face</p> <p>additional barriers to second language acquisition (SLA) and educational</p> <p>attainment.</p> <p>This paper provides insight to educators on the socioeconomic status of Hispanic</p> <p>ELL students in rural California and how this status affects their SLA and digital</p> <p>literacy learning. Additionally, this paper provides a presentation for educators on</p> <p>the steps they can take to establish an equal digital ‘playing field’ for ELLs in their</p> <p>school districts. The presentation, Creating An Equitable Educational Technology</p> <p>Plan for Elementary Hispanic ELLs in Rural California Communities, covers five</p> <p>topics: a background on California Hispanic ELLs, creating access to digital</p> <p>technology and resources, parental engagement, instructional and scaffolding</p> <p>tools, and additional multi-media resources for educators and parents.</p>","abstract_has_math":false,"creators":["Ortman, Lisa M"],"institution":null,"degree_name":"Master of Arts in Teaching English to Speakers of Other Languages (TESOL)","degree_level":"Project/Capstone - Global access","degree_discipline":"International and Multicultural Education (IME)","degree_department":null,"school":null,"contributors":["Brad Washington, Ed.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-05-20T07:00:00Z","date_published":"2016-05-20T07:00:00Z","updated_at":"2026-07-24T05:43:40Z","subjects":["english language learners","rural California","elementary education","technology","digital equity","parental engagement","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/capstone/355","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Brad Washington, Ed.D."]},{"key":"dc:creator","label":"Author","values":["Ortman, Lisa M"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-07-23T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["International and Multicultural Education (IME)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Project/Capstone - Global access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in Teaching English to Speakers of Other Languages (TESOL)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["english language learners","rural California","elementary education","technology","digital equity","parental engagement","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/capstone/355"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["English language learners (ELLs) comprise a large percentage of California’s
public school enrollment and are rapidly changing the cultural diversity landscape
within schools and communities. In rural California school districts where access to
funding and technology is severely lacking compared to larger districts, ELLs face
additional barriers to second language acquisition (SLA) and educational
attainment.
This paper provides insight to educators on the socioeconomic status of Hispanic
ELL students in rural California and how this status affects their SLA and digital
literacy learning. Additionally, this paper provides a presentation for educators on
the steps they can take to establish an equal digital ‘playing field’ for ELLs in their
school districts. The presentation, Creating An Equitable Educational Technology
Plan for Elementary Hispanic ELLs in Rural California Communities, covers five
topics: a background on California Hispanic ELLs, creating access to digital
technology and resources, parental engagement, instructional and scaffolding
tools, and additional multi-media resources for educators and parents.
"]},{"key":"dc:title","label":"Title","values":["Creating An Equitable Educational Technology Plan for Elementary Hispanic English Language Learners in Rural California Communities"]}]}],"canonical_facts":{"dc:contributor":["Brad Washington, Ed.D."],"dc:creator":["Ortman, Lisa M"],"dc:date.available":["2016-07-23T07:00:00Z"],"dc:description.abstract":["English language learners (ELLs) comprise a large percentage of California’s
public school enrollment and are rapidly changing the cultural diversity landscape
within schools and communities. In rural California school districts where access to
funding and technology is severely lacking compared to larger districts, ELLs face
additional barriers to second language acquisition (SLA) and educational
attainment.
This paper provides insight to educators on the socioeconomic status of Hispanic
ELL students in rural California and how this status affects their SLA and digital
literacy learning. Additionally, this paper provides a presentation for educators on
the steps they can take to establish an equal digital ‘playing field’ for ELLs in their
school districts. The presentation, Creating An Equitable Educational Technology
Plan for Elementary Hispanic ELLs in Rural California Communities, covers five
topics: a background on California Hispanic ELLs, creating access to digital
technology and resources, parental engagement, instructional and scaffolding
tools, and additional multi-media resources for educators and parents.
"],"dc:identifier":["https://repository.usfca.edu/capstone/355"],"dc:subject":["english language learners","rural California","elementary education","technology","digital equity","parental engagement","Elementary Education and Teaching"],"dc:title":["Creating An Equitable Educational Technology Plan for Elementary Hispanic English Language Learners in Rural California Communities"],"thesis:degree_discipline":["International and Multicultural Education (IME)"],"thesis:degree_level":["Project/Capstone - Global access"],"thesis:degree_name":["Master of Arts in Teaching English to Speakers of Other Languages (TESOL)"]},"updated_at":"2026-07-24T05:43:40Z"}