Communities: Implications for Schooling

This article examines the ways in which transnational Latino immigrants in urban communities use computer technology. Drawing from a 3-year ethnographic study, it focuses on three second-generation transnational female youth, their families, and members of their respective immigrant networks. Data were col-lected in both the United States and Mexico. Findings point to the ways in which urban Latino immigrants acquire technology and use this practice in binational, bilingual contexts. In addition, this research informs what we know about the digital divide, especially regarding bilingual Latino immigrants—a group sorely underrepresented in the literature on technology, communities, and schools. Implications for teaching are also addressed