Abstract
ABSTRACTThis article addresses the concept of educational third spaces that move beyond the paternalistic concept of a teacher as a font of knowledge filling the empty vessels of the students’ minds, especially for foreign-born Latino (FBL) students. These students often struggle and lag behind their native-born peers as they master the new language of instruction while acculturating to a new and challenging environment. However, as digital natives, current elementary FBL students have the potential to empower themselves via the use of educational technology. In organic third spaces, educational technology can foster active learning and personal empowerment.
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