Am I invited? Perspectives of family involvement with technology in inner-city schools

This article reports on an investigation of African American families' perc eptions and experiences in an after-school family-school involvement progra m at two inner-city schools. Centered in the sphere of sociocultural theory and situated cognition, this study focuses on family-child relationships t o improve children's literacy using oral histories and technology. It also explores a model for preparing preservice teachers to work with families. F amilies indicated that prior to program implementation, they had received b ureaucratic invitations of school involvement and empathized with other fam ilies' lack of involvement. After program implementation, families reported positive academic outcomes for children a sense of efficacy, and a communi ty atmosphere of adults dedicated to supporting children's learning. They n oted that computer usage was a major motivational factor in their participa tion. Preservice teachers reported on broadened notions of family involveme nt and a need for family-school partnerships. Theoretical and practical imp lications for implementing a family-school involvement program are offered.