This study chronicles the home and school technology practices of a group of 7th grade middle school students representing varying social and economic backgrounds for the purpose of exploring possible ways in which exposure to computer technology in the home helps to inform the ways in which children demonstrate technology literacy when using computers in an academic setting. Further, this study seeks to illustrate that differences in the quality of access to technology and familial support at home are reflected in the behavior, attitude and achievement levels that these children exhibit in school when engaged in technology-related academic activities. For the purpose of illustrating the exhibited differences in technological literacy skills of the students under consideration, the study describes in detail both the type and depth of computer use in the home; including familial support, parental and sibling knowledge and attitudes and other non-academic influences outside of school . The findings of the study indicate that students without home computer access are at a significant disadvantage in relation to their peers in terms of developing technological literacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]