a.     “Having access to a smart phone or tablet van be likened to having an encyclopedia, a creative production tool, a television, and a gaming device all in one’s pocket,” (p. 19)

a.     “Some families in our study described using the internet to more deeply explore topics of children’s interests, whether sparked at school or elsewhere… Geoff described his sons multimedia space binge’ where they gathered information from various types of media. Beginning with a library book about Apollo 11, the two moved across media platforms and practices, extending their interest through drawing and viewing videos together,” (25)

a.     “Elise, aged 5, having trouble recognizing the Orion constellation as her parents were pointing it out in the sky, so they used one of their smartphones to look up an image of the constellation… One a separate excursion… Kari used her smartphone to look up images of the shuttle transport that had been published online so they could look at the shutting in more detail, and from there went on to explore images of animals that had traveled into space,” (p. 26).

b.     “Diana… did a search on [her] iPad to bring up an image of the painting referenced in a poem they were reading,” (p. 26-27). 

a.     “He [Manuel] described how he initiated discussion with his daughter around Charlie and the Chocolate Factory… ‘What do you think the other kids did who had to leave?’ And she answered right away, that it was because they were badly behaved,” (p. 27).

b.     “The Princess and the Frog became a springboard for discussing issues of race and racism, stereotypes in media and how they do not reflect the reality of their own experience,” (p. 27).

·         Students often rely on devices with Internet access to do research, do homework, and work with other students on school projects

·         “Computers and online connectivity are becoming increasingly important to ensuring that educational opportunity is open to all children, regardless of economic status” (pg. 3)

·         Parents with less education are more likely to be helped by their children with technology, as are lower income parents, and Hispanic and Black parents.

·         Parents with more education are more likely to help their children with technology, as are higher income parents, and White parents.

·         Siblings also often teach each other about technology, especially in families in the lowest income group and with parents who have less education.

·         “Parents, children, and siblings supplement each other’s capabilities (and sometimes compensate for each other’s limitations). […] These activities are often dynamic interactions between parents and children.” (pg. 28)

·         “Children with home Internet access are more likely to go online to look up information about things they are interested in than those with mobile-only access.” (pg. 34)   

·         Many parents, though, worry that higher use of classroom technology may result in poorer teacher-student relations and in teachers knowing less about their children’s individual needs

“Lower-income parents, non-White parents, and those with a lower level of educational attainment are all more likely to ‘strongly’ agree that technology helps prepare children for important tests” (pg. 37) 

-          I also previously thought about using technology as an individual endeavor. I never considered the effects technology can have on parent-child and sibling relationships, and even if I did, I only thought about the negative effects. The authors helped me consider how helping each other navigate technology can bring families closer together. 

-          Other than this, I had no disagreements with any of the arguments the authors made, and thought that their data provided a valuable insight into the educational opportunities technology provides to children of lower-income families.