The CATESOL Journal

The purpose of this study is to empower preservice teachers (PSTs) to leverage relevant technology-based practices and be equipped with various tools and strategies appropriate for English Language Learners (ELLs) in PreK–12 grade settings. Now, more than ever, teacher candidates need to be prepared to understand the challenges faced by ELLs and provide various pedagogies for online platforms. This qualitative investigation explored 57 educators’ perspectives from PreK–12 schools, districts, and preparation programs in higher education in an effort to obtain relevant approaches in technology strategies and pedagogical frameworks that support ELLs’ remote learning. The study also draws on the knowledge needed to implement Social and Emotional Learning. Based on the findings, the study revealed (a) there are gaps between what teachers gain from the districts and what they have previously learned from their teacher preparation programs; (b) some teachers were not completely aware of the Social and Emotional Learning approach; (c) participants identified three pedagogical frameworks as most commonly used and they interchangeably used frameworks, programs, some online platforms, and resources in one section; and (d) educators’ insights highlighted what teachers should take into consideration (e.g., scaffolding/differentiated strategies) when planning, creating, and delivering instruction for ELLs in an online platform. Overall, participants emphasized the much-needed dedication to explore technology tools for various pedagogical approaches in hybrid/virtual learning spaces.