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The United States is home to immigrants from all overall the world. The majority of the migrants are from countries where English is not their native language. Also, they migrate from countries where the educational system, experience and parental involvement is completely different from the American educational system. They see the attainment of postsecondary education as an opportunity to better their lives and also contribute to the development of the American socioeconomic. Immigrants have a positive attitude toward the use of technology for their daily activities including the process of acculturation. Despite the attitude of migrants in the United States toward technology and the impact of technology within the American educational system, there is a gap in engagement between educational institutions and immigrant parents. The goal of this phenomenological study was to identify how the environmental, behavioral and personal factors influence the use of technology by non-native English-speaking immigrant parents in Iowa, United States to support their children toward postsecondary education. Three main themes emerged after careful analysis of the descriptive data from the semi-structured interviews and demographic survey. The findings show that the interdependent nature of the environmental, personal and behavioral factors contributes to the perceived usefulness and ease of use which influence the attitude of immigrant parents to use technology to access educational information to support the attainment of postsecondary education for their children. The outcome of this study contributed to the development of a Technology Mediated Community-Level model via prototype design. This model offers the opportunity for postsecondary education institutions to collaborate with local organizations to structure

Technology experience: Postsecondary education exploration by non-native English-speaking immigrant parent