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There is only limited research on the use of technology-based resources (TBRs) in instruction of English learner (EL) students. This paper reports findings from an exploratory study based on interviews conducted with district administrators, mainstream teachers, English as a second language teachers, and technology coaches in eight school districts. The interviews focused on three questions: What types of technology-based resources are used for instruction of EL students? For what goals and in what ways are these resources used? What factors affect teachers’ use of technology? Findings are reported in terms of four categories of technology-based resources defined in the study.