Migrant Laptops: Extending the Academic Day for the Children of Farm Workers and Their Credit Recovery via Laptops

Abstract

New and changing technology is embedded in the world we live in. With the advent of new technology come new literacies such as media literacy, information literacy, and computer literacy (Tyner, 2009) and new skills such as critical thinking and problem solving. It becomes clear that parents may not possibly possess these skills and what children learn in school may not be reinforced or practiced in their homes (Tsikalas, 2002). If teachers do not challenge children to look at our society critically and problem solve in an ever-changing and complex world, then an entire generation could be lost (Cuban, 1970). The importance of school and community working together in a “culture of change” (Fullan, 2001) is vital.

Migrant's Achieving Success was a qualitative longitudinal study of migrant families who received laptops from their school district in a border community. This case study looked at the families’ expectations, relationships with field coordinators, high school credit recovery using laptops, the level of personal satisfaction for the participants, and finally home-school relationships.

KEYWORDS:

• migrant students
• laptop
• credit-recovery program for migrant students
• distance learning for high school students
• self-paced programs
• risk and resilience
• digital divide/digital inclusion
• self-regulate one's own learning
• virtual high schools