Abstract
This study investigated the impact of an innovative professional development initiative on teachers' ability to use technological resources to improve English learners' academic language. The Teaching Using Technology Studio, a collaborative effort between school district and university personnel, was designed as a responsive professional development program for 16 upper elementary teachers in California. Pre–post scores on a knowledge/use scale and a Teacher Technology Proficiency Assessment, as well as teacher reflections, interviews, classroom observations, and field notes, showed significant changes in the teachers' knowledge of and ability to use technology to develop activities and lessons designed to impact academic language development. Student scores on district benchmark assessments and on the annual state assessment suggest that teachers' participation in this professional development initiative led to positive academic language outcomes for the English learners in their classrooms.
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