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.
- Hidden curriculum
- Positive youth development (PYD)