[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600860-105":59,"doc-detail-600860-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","latino-immigrant-families-learning-with-digital-media-across-settings-and-generations-study-on-family-technology-practices","Latino immigrant families learning with digital media across settings and generations - study on family technology practices","","Case studies from in-depth research examine how Latino immigrant families use technology to learn across home, school, and other settings, including collaborative family practices. Three cases show how families with elementary-age children use digital resources to explore academically relevant content and support both children and parents. The study also analyzes outcomes after families receive tablets with curated language-and literacy resources, while considering constraints from infrastructure, app-market opacity, and cost.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/latino-immigrant-families-learning-with-digital-media-across-settings-and-generations-study-on-family-technology-practices/600860/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/latino-immigrant-families-learning-with-digital-media-across-settings-and-generations-study-on-family-technology-practices/600860.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the research on Latino immigrant families and technology?","Question",{"text":112,"@type":113},"The research investigates how Latino immigrant families use technology for interest-driven, cross-setting, and sometimes collaborative family technology practices, and how digital resources support learning across children and parents.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study evaluate the effect of providing tablets?",{"text":117,"@type":113},"It examines what happened when each family received a tablet device with curated language-and literacy-related content, highlighting how the devices supported exploration of relevant material.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors can constrain families’ opportunities to learn with technology?",{"text":121,"@type":113},"The study discusses constraints including technology infrastructure, the opacity of the app marketplace, and the cost of devices or access.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600860,1792170835,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Latino immigrant families learning with digital media across settings and generations  \nAmber Maria Levinson  \n[amlevinson@stanford.edu](amlevinson@stanford.edu)  \nStanford University  \nBrigid Barron  \n[barronbj@stanford.edu](barronbj@stanford.edu)  \nStanford University  \nAbstract  \nThis article shares case studies from in-depth research that investigates Latino immigrant families’ use of technology, focusing on family technology practices that were interestdriven, cross-setting, and in some cases also collaborative among family members . Three cases illustrate ways that families—all of whom included elementary school-age children—were innovative in their use of technology to learn, as well as how digital resources served to help children and parents explore content across settings . Beyond documenting families’existing practices, the study also examined what happened when each family received a tablet device with curated language-and literacy-related content. We focus on three types of connections that families made: 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 factors including technology infrastructure, opacity of the app marketplace, and cost can constrain families’ opportunities to learn with technology.  \nKeywords  \nLatino immigrant families, media, technology, learning.  \nA. Levinson & B. Barron  \nDigital Education Review-Number 33, June 2018-[http://greav.ub.edu/der/](http://greav.ub.edu/der/)  \nI. Introduction  \na. Background  \nDigital media is increasingly prevalent in the lives of young people and their families, but we are only beginning to understand its role in family practices and learning, particularly with regard to minority and marginalized groups . The United States is home to a large population of low-income Hispanic-Latino immigrant families who may stand to benefit in particular from the opportunities that digital media can offer, including (but not limited to) the area of language and literacy. Hispanic-Latino immigrant communities in the U.S. are often economically disadvantaged, and children meet with unusually stark challenges in school (Gándara & Mordechai, 2017; Vaala, 2013) . Although popular belief might imagine that school-age children quickly “absorb” a new language with little effort, in-depth research has shown that for Latino immigrant children, becoming a competent English user is often a long and challenging journey that is not adequately supported in schools (Valdés, Capitelli, & Álvarez, 2011) .  \nAt the same time, Latino families in the U.S. are frequent users of broadcast media and are adopting digital technologies at rapid rates (Brown, López, & López, 2016; López, González-Barrera & Patten, 2013) . There is potential to use technology to help support better connections between home and school (U.S. Department of Education, 2017; see Penuel, Kim, Michalchik, Lewis, Means, Murphy, Korbak, Whaley, & Allen, 2002, for an earlier review) . However, in order to do this we need to better understand how technology might help bridge the home-school disconnects that immigrant families experience . As an example, researchers in the “Early Window Project,”documenting the impact of the children’s television show Sesame Street, found that many Spanishspeaking parents reported watching Sesame Street along with their children as a way of learning English themselves (Wright, Huston, Murphy, St. Peters, Piñon, Scantlin, & Kotler, 2001) .  \nWhile families have increasing access to technology, and this technology can in turn offer access to learning resources, we know relatively little about how families a","cbCaip9Za6sgPWiP","https://ap.wps.com/l/cbCaip9Za6sgPWiP","pdf",387679,"English","# Introduction\n## Background\n## Case Studies and Family Technology Practices\n## Tablet Provision and Curated Content\n## Connections Across Home and School\n## Constraints on Learning Opportunities","[{\"question\":\"What is the focus of the research on Latino immigrant families and technology?\",\"answer\":\"The research investigates how Latino immigrant families use technology for interest-driven, cross-setting, and sometimes collaborative family technology practices, and how digital resources support learning across children and parents.\"},{\"question\":\"How does the study evaluate the effect of providing tablets?\",\"answer\":\"It examines what happened when each family received a tablet device with curated language-and literacy-related content, highlighting how the devices supported exploration of relevant material.\"},{\"question\":\"What factors can constrain families’ opportunities to learn with technology?\",\"answer\":\"The study discusses constraints including technology infrastructure, the opacity of the app marketplace, and the cost of devices or access.\"}]","Latino immigrant families learning with digital media across settings and generations - study on family technology practices | PDF",1792091525]