Chavez, ChristopherAnderson Wright, Kristen2021-04-292021-04-292021-04-29https://hdl.handle.net/1794/26210The implementation of technology is inherently flawed in the field of public education, affecting the ability to operationalize technology in a way that is effective for teachers and students. This unfortunate predetermination is beholden to social, economic and political issues that are deeply rooted in bureaucracy. This autoethnographic qualitative communication and media studies study utilizes social field theory and a Bourdieuian framework by exploring adolescent identity, relationships, habitus, cultural capital and interaction with technology in the field of public education and the domestic field through a cultural, political and economic prism. If we expand the notion of habitus beyond the influence of family and as we get older, school, to include technology and media, we can better understand how to best serve our students. Instead of remaining in the rut of antiquated institutionalized systems and understandings of how things are, we must open up our perceptions, awareness, insight and compassion to include a broader spectrum of habitus. This, in turn, requires a major shift in acknowledging the cultural capital of young people.en-USAll Rights Reserved.AdolescentCultureEducationNew MediaPolitical EconomyTechnologyElectronic Thesis or Dissertation