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Classroom technology use shows promise for closing opportunity gaps between lower- and higher-income students. However, in-school technology initiatives seldom account for how parents’ perceptions of these programs affect students’ learning experiences. We analyze interview data collected from 170 low-income, Mexican heritage parents to assess (1) their general responses to technology being introduced into their children’s classroom learning; and (2) the efforts they make to support and extend children’s formal learning with technology at home. Our analysis suggests that robust connections between parents and teachers are essential to the successful integration of new technologies into the classroom capable of expanding the learning opportunities for low-income students of Latino heritage.