speaking immigrant families. AACE Journal, 16(3), 307-325. Bridging the Technology Gap for Low-Income Spanish- Speaking Immigrant Families

Research shows that families have a powerful effect on children’s success in school. Parental involvement at home and in school is positively associated with children’s school readiness and significant school performance. This study is focused on examining the impact of an intervention technol-ogy program—Community Learning Centers—(Centros Comunitarios de Aprendizaje- CCA) designed to assist Spanish-speaking immigrant parents in learning and using technology for family advancement. The study is based on a sample of 377 participants of the program. In general, participants reported positive attitudes on what they perceive to be the impact of the CCA program for their lives. Partici-pants were also of the opinion that what they are learning in the CCA will be helpful for assisting their children with school related activities at home as well as for their involve-ment in their children’s classroom. Overall, pre and postsur-vey data suggests that the program is achieving its objective of providing technology literacy to parents as well as the means by which they can become participants in the education of their children. The persisting gaps between mainstream population and Hispanics in technology results in differential access to educational and economic opportunities (U.S. Department of Commerce, 1999). It contributes to inequitable social outcomes and to less economic opportunities for Spanish-speaking immigrant communities. Research shows that 55 % of the Hispanic 30