Latino immigrant families learning with digital media across settings and generations
Keywords:Latino immigrant families, media, technology, learning.
Latino families in the U.S. are an under-served population, and are adopting digital technologies rapidly. This article shares case studies from in-depth research with Latino immigrant families and their use of technology, focusing on family technology practices that were interest-driven, cross-setting, and in some cases also collaborative among family members. Three cases illustrate ways that families, all of whom had elementary school-age children, were innovative in their use of technology to learn, as well as how digital content and devices served to help children and parents explore content across settings. In addition to documenting families’ existing practices, the study examined what happened when each family received a tablet device with curated language- and literacy-related content. The analysis highlights how introducing these tools made new practices possible among families, while building on parents’ and children’s existing expertise. We focus on three types of connections that technology facilitated: 1) aligning access to rich content at home and school leading to more exploration of academically relevant material; 2) expanding parents’ roles as collaborative learners of English as a second language among other topics; and 3) Digital production that connects civic, STEM, and language practices. We highlight ways in which families used innovative approaches to get the most out of the devices and content they had access to. We also explore how other factors including technology infrastructure, opacity of the app marketplace, and cost can constrain families’ opportunities to learn with technology.
Barron. B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49, 193-224. Barron, B., Martin, C. K., Takeuchi, L., & Fithian, R. (2009). Parents as learning partners in the development of technological fluency. The International Journal of Learning and Media, 1(2), 55-77. Barron, B. & Martin, C. K. (2016). Making Matters. A Framework for the Assessment of Digital Media Citizenship. In K. Peppler, E.R. Halverson, & Y. Kafai (Eds.) Makeology: Makers as Learners. Pp.45-71. New York: Routledge. Barron, B. & Levinson, A. M. (2017). Media as a Catalyst for Children’s Engagement in Learning at Home and Across Settings. In Gee, E., Takeuchi, L. & Wartella, E. (Eds.). Children and Families in the Digital Age: Learning Together in a Media Saturated Culture (pp. 17-36). New York, NY: Routledge. Brahms, L., & Werner, J. (2013). Designing makerspaces for family learning in museums and science centers. In M. Honey & D. Kanter (Eds.), Design, make, play: Growing the next generation of stem innovators (p. 71 - 94 ). London: Routledge Bronfenbrenner, U. (1979). The Ecology of Human Development. Cambridge: Harvard University Press. Charmaz, K. (2006). Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. London: Sage. Dugan, T.E., Stevens, R. & Mehus, S. (2010). From show, to room, to world: a cross-context investigation of how children learn from media programming. International Conference on the Learning Sciences, (1), 992-999. Goldenberg, C., Gallimore, R. & Reese, L. (2005). Using Mixed Methods to Explore Latino Children’s Literacy Development. In Weisner, T. (Ed.). Discovering Successful Pathways in Children’s Development: Mixed Methods in the Study of Childhood and Family Life. Chicago: University of Chicago Press, (pp. 21-46). Guernsey, L., Levine, M., Chiong, C., & Severns, M. (2012). Pioneering literacy in the digital Wildwest: Empowering parents and educators. New York: Joan Ganz Cooney Center. Gutiérrez, K.D. & Rogoff, B. (2003). Cultural Ways of Learning: Individual Traits or Repertoires of Practice. Educational Researcher, 32(5), 19-25. Hidi, S. & Renninger, K.A. (2006). The Four-Phase Model of Interest Development. Educational Psychologist, 41(2), 111–127. John-Steiner, V. (2000). Creative collaboration. New York: Oxford University Press. Katz, V.S. (2017). What it means to be “under-connected” in lower-income families. Journal of Children and Media, 11(2), 241-244. Lee, J. & Barron, B. (2015). Aprendiendo en Casa: Media as a Resource for Learning among Hispanic-Latino Families. New York, NY: Joan Ganz Cooney Center at Sesame Workshop. Levinson, A. M. (2014). Tapping In: Understanding how Hispanic-Latino immigrant families engage and learn with broadcast and digital media (Doctoral dissertation). Retrieved from Stanford Digital Repository (http://purl.stanford.edu/bb550sh8053). Levinson, A. M. (2017). Latino Immigrant Families Bridging Home and School Learning with Technology. In Gee, E., Takeuchi, L. & Wartella, E. (Eds.). Children and Families in the Digital Age: Learning Together in a Media Saturated Culture (pp. 174-191). New York, NY: Routledge. Lopez, M. H., Gonzalez-Barrera, A. and Patten, E. (2013). Closing the Digital Divide: Latinos and Technology Adoption. Pew Hispanic Center: Washington, DC. Moll, L. C. Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132- 141. Penuel, W. R., Kim, D., Michalchik, V., Lewis, S., Means, B., Murphy, R., Korbak, C., Whaley, A., & Allen, J. E. (2002). Using technology to enhance connections between home and school: A research synthesis. Prepared for the Planning and Evaluation Services, U.S. Department of Education. Menlo Park: SRI International. Retrieved from: https://www.sri.com/sites/default/files/publications/imports/Task1_FinalReport3.pdf Rideout, V. J. (2014). Learning at home: Families’ educational media use in America. A report of the Families and Media Project. New York: The Joan Ganz Cooney Center at Sesame Workshop. Retrieved from http://www.joanganzcooneycenter.org/wp-content/uploads/2014/01/jgcc_learningathome.pdf Rideout, V. J. & Katz, V.S. (2016). Opportunity for all? Technology and learning in lower-income families. A report of the Families and Media Project. New York: The Joan Ganz Cooney Center at Sesame Workshop. Roque, R. (2016). Family Creative Learning. In Peppler, K., Kafai, Y., & Halverson, E. (Eds.) Makeology in K-12, Higher, and Informal Education. New York, NY: Routeledge. Stevens, R., & Penuel, W. R. (2010). Studying and fostering learning through joint media engagement. Paper presented at the Principal Investigators Meeting of the National Science Foundation’s Science of Learning Centers, Arlington, VA. Takeuchi, L. & Stevens, R. (2011). The New Coviewing: Designing for Learning Through Joint Media Engagement. New York: The Joan Ganz Cooney Center at Sesame Workshop. UNICEF (2017). The state of the world's children 2017: Children in a Digital World. United Nations Children's Fund. Pp. 12-39. U.S. Department of Education, Office of Educational Technology (2017). Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update. Washington, D.C.: U.S. Department of Education. Valdés, G. (1996). Con Respeto: Bridging the distances between culturally diverse families and schools: an ethnographic portrait. New York: Teachers College Press. Wright, J., Huston, L., Murphy, K.C., St. Peters, M., Piñon, M., Scantlin, R. & Kotler, J., (2001). The Relations of Early Television Viewing to School Readiness and Vocabulary of Children from Low-Income Families: The Early Window Project. Child Development, 72(5), 1347—1366.
LicenseThe authors who publish in this journal agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication.
- The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 3,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.