Bridging the Technology Gap for Low-Income Spanish-Speaking Immigrant Families
Hector Rivera, Southern Methodist University, United States
AACE Journal Volume 16, Number 3, ISSN 1065-6901 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Research shows that families have a powerful effect on children's success in school. Parental involvement at home and in school is positively associated with children's school readiness and significant school performance. This study is focused on examining the impact of an intervention technology program-Community Learning Centers-(Centros Comunitarios de Aprendizaje - CCA) designed to assist Spanish-speaking immigrant parents in learning and using technology for family advancement. The study is based on a sample of 377 participants of the program. In general, participants reported positive attitudes on what they perceive to be the impact of the CCA program for their lives. Participants were also of the opinion that what they are learning in the CCA will be helpful for assisting their children with school related activities at home as well as for their involvement in their children's classroom. Overall, pre and postsurvey data suggests that the program is achieving its objective of providing technology literacy to parents as well as the means by which they can become participants in the education of their children.
Rivera, H. (2008). Bridging the Technology Gap for Low-Income Spanish-Speaking Immigrant Families. AACE Journal, 16(3), 307-325. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2008 Association for the Advancement of Computing in Education (AACE)