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.

Effects of scaffolding on knowledge acquisition and metacognition are examined. Technology-enhanced scaffolding and teacher-enhanced scaffolding are compared. Teacher-enhanced scaffolding is important to increase knowledge acquisition. Providing technology-enhanced scaffolds improves students’ metacognitive awareness. Girls and low-achievers benefit more from teacher-enhanced scaffolding.

We describe two initiatives in which participants used online collaborative tools to build knowledge. We compare the initiatives in terms of the number and quality of participant contributions. Although in both initiatives the goal was met, the participants’ contributions were disappointing. This is explained by: the socio-cultural context; the knowledge built; the set-up of the activity; and the tools used. It is important that the participants are committed the to the goals and the philosophical underpinning of the initiative.