Instant messaging regularly took place, sometimes lasting several hours, or throughout the night. These instant messaging conversations provided both emotional and practical support for peers. Shared culture and histories helped create shared understanding. Students mutually ‘marked’ their progress whilst working on their assignments for the modules. Motivation increased, through offering and receiving empathy and reassurance.

We made multiple visits to preschool children in 14 families over an 18-month period. We describe the technologies children encounter at home. We identified four main forms of learning with technology. Understanding the role of technology in everyday life is often overlooked. Learning is shaped by family practices and parental values and attitudes.

HELP Math improved ELLs’ math ability, self-efficacy and self-perceptions. Math ability and self-efficacy intertwine to develop students’ capabilities. Translations, e-tools, and scaffolding enabled ELLs to take control of learning. Outcomes improve when digital tool design addresses ELLs’ specific learning needs. Interaction among content, pedagogy, and technology supports ELL learning.