Abstract
This Practitioner Perspective discusses how sharing a learning space with their parents, college students, and other adult members in a community-based technology program influenced middle school students’ familial support, their own technology knowledge and social capital, sense of membership in a learning community, and identity development. The program’s structure used technology as a starting point to develop skills, but also to aid Latino immigrant families to navigate their children’s schooling experiences.
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This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Gil, E. (2018). Leveraging Technology toward Family Supports for and Development of Middle Schoolers. Middle Grades Review, 4(1). https://scholarworks.uvm.edu/mgreview/vol4/iss1/9