ABSTRACT
Online education programs afford the conveniences of ‘anytime, anywhere learning’, making them an attractive option for adult learners (Office of Information Technology/U.S. Department of Education 2010). Furthermore, practices such as multimodal communication and online networking have the potential to meet the literacy and English-learning educational needs of adult immigrants (Warschauer and Liaw 2010). Yet, survey data on technology access for Spanish-dominant immigrants indicate that the Latino community lags behind in terms of technology access: 64% of foreign-born Latinos say that they own a computer (compared to 83% of native-born Latinos) and 28% of Spanish-dominant Latinos report using the internet, compared with English-dominant (72%) and bilingual (41%) Latinos (Lo´pez, GonzalezBarrera, and Patten 2013). These trends call for an in-depth exploration of ways to bridge digital access for this population.
