236
Views
2
CrossRef citations to date
0
Altmetric
Original Articles

The Use of Digital Educational Technology and Third Spaces with Foreign-Born Latinos

References

  • August, D., Betancourt, J., Constantakis, P., Dann-Messier, B., Espinosa, L. M., Katz, V., … Valdés, G. (2013). Aprendiendo juntos (Learning together): Synthesis of a cross-sectorial convening on Hispanic-Latino families and digital technologies. Aprendiendo Juntos, 68.
  • Bacallao, M. L., & Smokowski, P. R. (2009). Entre dos mundos/between two worlds: Bicultural development in context. The Journal of Primary Prevention, 30(3–4), 421–451. doi:10.1007/s10935-009-0176-x
  • Cappella, E., Kim, H. Y., Neal, J. W., & Jackson, D. R. (2013). Classroom peer relationships and behavioral engagement in elementary school: The role of social network equity. American Journal of Community Psychology, 52(3–4), 367–379. doi:10.1007/s10464-013-9603-5
  • Creswell, J. W., Hanson, W. E., Plano, V. L. C., & Morales, A. (2007). Qualitative research designs selection and implementation. The Counseling Psychologist, 35(2), 236–264. doi:10.1177/0011000006287390
  • Cummins, J., Bismilla, V., Cohen, S., Giampapa, F., & Leoni, L. (2005). Rethinking literacy instruction in multilingual classrooms. Orbit, 36(1), 22–26.
  • Darder, A. (2012). Culture and power in the classroom. Boulder, CO: Paradigm.
  • Dooley, K. E. (1999). Towards a holistic model for the diffusion of educational technologies: An integrative review of educational innovation studies. Educational Technology & Society, 2(4), 35–45.
  • Fitts, S. (2006). Reconstructing the status quo: Linguistic interaction in a dual-language school. Bilingual Research Journal, 30(2), 337–365. doi:10.1080/15235882.2006.10162880
  • Fitts, S. (2009). Exploring third space in a dual-language setting: Opportunities and challenges. Journal of Latinos and Education, 8(2), 87–104. doi:10.1080/15348430902750668
  • Florida Education Association. (n.d.). Time-on-task: A teaching strategy that accelerates learning [Educational]. Retrieved April 20, 2014, from http://feaweb.org/time-on-task-a-teaching-strategy-that-accelerates-learning
  • Fraser, C., & Restrepo-Estrada, S. (1998). Communicating for development: Human change for survival. London; New York: I.B. Tauris.
  • Freire, P. (2000). Pedagogy of the oppressed. New York, NY: Continuum.
  • Friedmann, J. (1996). Rethinking poverty: Empowerment and citizen rights. International Social Science Journal, 48(148), 161–172. doi:10.1111/j.1468-2451.1996.tb00070.x
  • Giddens, A. (1984). The constitution of society: Outline of the theory of structuration. Berkeley, CA: University of California Press.
  • Gobo, G. (2008). Doing ethnography. London, UK: Sage. Retrieved from http://srmo.sagepub.com/view/doing-ethnography/SAGE.xml
  • Goddard, J. T. (2010). Collective Case Study. In Encyclopedia of Case Study Research (pp. 164–166). 2455 Teller Road, Thousand Oaks California 91320 United States. SAGE Publications, Inc. Retrieved from http://knowledge.sagepub.com/view/casestudy/SAGE.xml
  • Gramsci, A., Hoare, Q., & Nowell-Smith, G. (1971). Selections from the Prison Notebooks of Antonio Gramsci. Geneva, Switzerland: International Publishers.
  • Granger, A. (2014). How are kids using educational media at home? Retrieved from https://www.edsurge.com/n/2014-01-27-how-are-kids-using-educational-media-at-home
  • Gustavson, L. C., & Cytrynbaum, J. D. (2003). Illuminating spaces: Relational spaces, complicity, and multisited ethnography. Field Methods, 15(3), 252–270. doi:10.1177/1525822X03254903
  • Gutiérrez, D. G. (1999). Migration, emergent ethnicity, and the “third space”: The shifting politics of nationalism in greater Mexico. The Journal of American History, 86(2), 481–517. doi:10.2307/2567042
  • Gutiérrez, K. D. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43(2), 148–164. doi:10.1598/RRQ.43.2.3
  • Gutiérrez, K. D., Baquedano-López, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the Third Space. Mind, Culture, and Activity, 6(4), 286–303. https://doi.org/10.1080/10749039909524733
  • Hung, D., Lee, S.-S., & Lim, K. Y. T. (2012). Sustaining research innovations in educational technology through communities of practice. Educational Technology, 52(4), 33–37.
  • Kahn, R., & Kellner, D. (2005). Reconstructing technoliteracy: A multiple literacies approach. E-Learning and Digital Media, 2(3), 238–251.
  • Kahn, R., & Kellner, D. (2007). Paulo Freire and Ivan Illich: Technology, politics and the reconstruction of education. Policy Futures in Education, 5(4), 431–448.
  • Lala, A. P., & Kinsella, E. A. (2011). Embodiment in research practices. In J. Higgs, A. Titchen, D. Horsfall, & D. Bridges (Eds.), Creative spaces for qualitative researching (pp. 77–86). Boston, MA: SensePublishers. Retrieved from http://link.springer.com.libproxy.lib.unc.edu/chapter/10.1007/978-94-6091-761-5_8
  • López, C. B. (2016). Lessons from the educational borderlands: Documenting the pedagogies of migration of Chicana/o, Latina/o undocumented immigrant students and households. Association of Mexican American Educators Journal, 10(1). Retrieved from http://amaejournal.utsa.edu/index.php/amae/article/view/290
  • Martínez, R. A. (2013). Reading the world in Spanglish: Hybrid language practices and ideological contestation in a sixth-grade English language arts classroom. Linguistics and Education, 24(3), 276–288. doi:10.1016/j.linged.2013.03.007
  • Mazzer Barroso, M. (2002a). Reading Freire’s words: Are Freire’s ideas applicable to southern NGOs? Paper presented at the Center for Civil Society international working papers, London, UK: Center for Civil Society. Retrieved from http://www.lse.ac.uk/collections/CCS/publications/
  • Mazzer Barroso, M. (2002b). Reading Freire’s words: are Freire’s ideas applicable to Southern NGOs? Retrieved from http://eprints.lse.ac.uk/29193/
  • Melkote, S. R., & Steeves, H. L. (2001). Communication for development in the third world: Theory and practice for empowerment. New Delhi, India: Sage.
  • Moje, E. B., Ciechanowski, K. M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38–70. doi:10.1598/RRQ.39.1.4
  • Mundy, M.-A., Kupczynski, L., & Kee, R. (2012). Teacher’s perceptions of technology use in the schools. SAGE Open, 2. doi:10.1177/2158244012440813
  • Pahl, K., & Kelly, S. (2005). Family literacy as a third space between home and school: Some case studies of practice. Literacy, 39(2), 91–96. doi:10.1111/read.2005.39.issue-2
  • Penuel, W. R. (2006). Implementation and effects of one-to-one computing initiatives: A research synthesis. Journal of Research on Technology in Education (International Society for Technology in Education), 38(3), 329.
  • Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1–6.
  • Rogers, E. M. (1983). Diffusion of innovations. New York; London: Free Press; Collier Macmillan.
  • Skerrett, A. (2010). Lolita, Facebook, and the third space of literacy teacher education. Educational Studies, 46(1), 67–84. doi:10.1080/00131940903480233
  • Urrieta, L. (2004). Dis-connections in “American” citizenship and the post/neo-colonial: People of Mexican descent and whitestream pedagogy and curriculum. Theory & Research in Social Education, 32(4), 433–458. doi:10.1080/00933104.2004.10473264
  • Valdés, G. (2001). Learning and not learning English: Latino students in American schools. New York: Teachers College Press.
  • Warschauer, M. (2000). Language, identity, and the Internet. Race in Cyberspace, In B. Kolko, L. Nakamura & G. Rodman (Eds.), 151–170.
  • Warschauer, M. (2004). A teacher’s place in the digital divide. Yearbook of the National Society for the Study of Education, 106(2), 147–166. doi:10.1111/j.1744-7984.2007.00118.x
  • Warschauer, M., Matuchniak, T., Pinkard, N., & Gadsden, V. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34(1), 179–225.
  • Whatley, M., & Batalova, J. (2013, August). Indian immigrants in the United States. Retrieved from http://www.migrationinformation.org/USfocus/display.cfm?ID=962
  • Wortham, S. E. F., Murillo, E. G., & Hamann, E. T. (2002). Education in the new Latino diaspora policy and the politics of identity. Westport, CT: Ablex Pub.
  • Zhao, Y., & Frank, K. A. (2003). Factors affecting technology uses in schools: An ecological perspective. American Educational Research Journal, 40(4), 807–840. doi:10.3102/00028312040004807

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.