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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 ↔ Student Participants, Staff ↔ Staff, Staff ↔ Parents, Participants ↔ 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. |
