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.
Gil, E. (2018). Leveraging Technology toward Family Supports for and Development of Middle Schoolers. Middle Grades Review, 4(1). Retrieved from https://scholarworks.uvm.edu/mgreview/vol4/iss1/9/