Across many education systems, technologies like computers and tablets are now ubiquitous. But the mere presence of these technologies is insufficient to improve learning, and implementation without careful thought may reinforce inequalities for disenfranchised groups such as immigrant children and youth. In the United States, immigrant students comprise a sizable portion of classrooms. However, little is known about how the experiences of immigrant youth inform their learning with school-based technologies. The present study was carried out over a 3-year period in an urban secondary school. It analyzes qualitative fieldwork data to understand how immigrant students’ lived experiences affected their engagement with school-based technologies and how teachers sought to respond to students. Findings challenge the idea that technology unproblematically supports all students in learning “anytime, anywhere” and highlights the way that factors such as work, language, and family resources shape how technology is used for learning by immigrant youth.

中文翻译：

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学习“随时随地”？美国城市高中的移民学生经历与校本技术的不完美结合

在许多教育系统中，计算机和平板电脑等技术现在无处不在。但这些技术的存在不足以改善学习，未经仔细考虑的实施可能会加剧移民儿童和青年等被剥夺权利的群体的不平等。在美国，移民学生占教室的很大一部分。然而，关于移民青年的经历如何通过学校技术为他们的学习提供信息知之甚少。本研究是在一所城市中学进行的为期 3 年的研究。它分析了定性的实地调查数据，以了解移民学生的生活经历如何影响他们对基于学校的技术的参与以及教师如何对学生做出回应。