Expanding Notions of Digital Access: Parents’ Negotiation of School-Based Technology Initiatives in New Immigrant Communities

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Abstract

Initiatives to integrate technology in schools are continuously increasing, with efforts to bridge the “homework gap” and provide technology access in low-income households. However, it is critical to include nondominant parents in technology adoption decisions in order to avoid mirroring past patterns of inequality in home-school relationships. This study examines the digital access, use, and beliefs of Spanish-dominant immigrant parents, whose children attended a school in early stages of 1:1 (one laptop, one child) and BYOD (bring-your-own-device) initiatives. Informed by critical and ecological approaches to family literacy and technology use, the analysis compares the cases of eight parents attending technology workshops facilitated by the researcher and looks at the factors and contexts shaping their digital access and use and their shifts in access over two years. The analysis then narrows down to their beliefs about the use of school-provided devices. Findings illustrate the diversity in device use and customization in families with similar immigration trajectories, showing how economic factors, education, and established livelihoods in the community shaped their decisions to obtain devices and Internet connectivity. Cases also show the crucial role of the school in providing computers and technology training; however, decisions about taking school devices home and supervising children’s activity were shaped by parents’ beliefs about their roles supporting their children’s moral education, and their existing family practices. Implications for family literacy programs and outreach for digital equity in new migration settings are discussed.

Citation

Relevant Evidence Summaries

The evidence was reviewed and included in the following summaries: 

What works to improve digital inclusion among resettled refugees?

Among digital inclusion programs serving marginalized populations, there is strong evidence for common elements of success as well as common barriers. Programs serving refugees should incorporate these evidence-based elements. Successful digital inclusion programs for marginalized populations share the following characteristics: social support, collaborative learning, hands-on experience, inclusive program design, a multi-faceted approach, and simple user […]

About this study

AGE: Multiple Age Groups

DIRECTION OF EVIDENCE: Inconclusive or mixed impact

FULL TEXT AVAILABILITY: Free

GENDER: All

HOST COUNTRY: United States

HOST COUNTRY INCOME: High

INTERVENTION DURATION: Varies

INTERVENTION: Public library & community center intervention

INTERVENTION: School-home partnership

OUTCOME AREA: Digital Inclusion

REGION OF ORIGIN OF PARTICIPANT(S): Central America

REGION OF ORIGIN OF PARTICIPANT(S): North America

STRENGTH OF EVIDENCE: Suggestive

TYPE OF STUDY: Suggestive evidence

YEAR PUBLISHED: 2017

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