| This mixed-methods study explored the beliefs, perceptions, attitudes, concerns, barriers, and teaching practices of rural K-12 teachers who use technology. The purpose of this study was to make recommendations for helping rural school districts increase the number of teachers who use classroom technology effectively. This study was guided by a conceptual framework that was based on an effective change theory development process including models that focus on individual beliefs and practices, situated learning that is social and distributed, and individual concerns. Research questions examined rural K-12 teacher use of technology by indentifying beliefs, barriers, and concerns; situated social and distributive factors; and strategies for improving professional development and for involving more teachers in the use of technology. A concurrent triangulation strategy guided the data collection and comparative data analysis of the quantitative and qualitative results. Twenty seven teachers from 5 West Coast rural K-12 school districts participated in the study. Qualitative data from the interviews was coded and analyzed for common emerging themes and observational data was analyzed for common situated social and distributive factors. Results revealed the need for technology training that meets the individual needs of teachers, a structure that provides teachers with the time to learn technology, and the provision of district technology support that is accessible by teachers. The study contributes to positive social change by informing rural school districts of strategies to make changes that enhance technology professional development, increase teacher support, and encourage involvement of more teachers in the effective use of technology for enhancing instruction and student learning. |
