TY - JOUR
T1 - United future leaders
T2 - A case of the use of technology in youth programming and hidden curriculum
AU - Kostina-Ritchey, Erin
AU - Follmer-Reece, Holly E.
AU - Dodd, Sara L.
AU - Sherman, Kayla
AU - Gonzales, Gloria
N1 - Publisher Copyright:
Copyright © 2015 by Emerald Group Publishing Limited. All rights of reproduction in any form reserved.
PY - 2015
Y1 - 2015
N2 - Purpose - The purpose of this paper is to provide a case study of the use of technology as a hidden curriculum in a youth leadership program (United Future Leaders-UFL). Methodology/approach - A description of the UFL program, including theoretical framework and current use of various technology platforms, provide a backdrop to the hidden curriculum implemented by the programming staff. Both intended and unintended outcomes of the use of technology are discussed in the context of UFL values/themes. Findings - A review of technology use in the UFL program resulted in the categorization of realms of influence (Staff 虠 Student Participants, Staff 虠 Staff, Staff 虠 Parents, Participants 虠 Participants) and five categories of technology use (reminders, communication, sharing of resources, reinforcing learning, increased parental involvement). Practical/social implications - Examples of emerging patterns of this hidden curriculum, future directions for technology use within the program, and advice for youth program practitioners are included. Originality/value - This paper adds to the general discussion of types and purpose of technology use, youth programming, and role of technology use as hidden curriculum.
AB - Purpose - The purpose of this paper is to provide a case study of the use of technology as a hidden curriculum in a youth leadership program (United Future Leaders-UFL). Methodology/approach - A description of the UFL program, including theoretical framework and current use of various technology platforms, provide a backdrop to the hidden curriculum implemented by the programming staff. Both intended and unintended outcomes of the use of technology are discussed in the context of UFL values/themes. Findings - A review of technology use in the UFL program resulted in the categorization of realms of influence (Staff 虠 Student Participants, Staff 虠 Staff, Staff 虠 Parents, Participants 虠 Participants) and five categories of technology use (reminders, communication, sharing of resources, reinforcing learning, increased parental involvement). Practical/social implications - Examples of emerging patterns of this hidden curriculum, future directions for technology use within the program, and advice for youth program practitioners are included. Originality/value - This paper adds to the general discussion of types and purpose of technology use, youth programming, and role of technology use as hidden curriculum.
KW - Adolescents/youth
KW - Hidden curriculum
KW - Positive youth development (PYD)
KW - Technology
UR - http://www.scopus.com/inward/record.url?scp=84942513585&partnerID=8YFLogxK
U2 - 10.1108/S1537-466120150000019016
DO - 10.1108/S1537-466120150000019016
M3 - Article
AN - SCOPUS:84942513585
SN - 1537-4661
VL - 19
SP - 439
EP - 461
JO - Sociological Studies of Children and Youth
JF - Sociological Studies of Children and Youth
ER -