Rural Elementary Teachers’ Access to and Use of Technology Resources in STEM Classrooms
Abstract: This brief paper reports on an ongoing study of fourteen rural elementary teachers’ access to technology resources and their use of technology resources for teaching integrated STEM in the classroom. The study is situated in research literature about TPACK, STEM education, and rural education. Classroom observations, surveys, and informal interviews with rural elementary teachers revealed preliminary findings about the nature of these rural teachers’ access to technology, how they utilize their resources in their classrooms, and challenges they face with respect to technology and STEM teaching in rural schools. Implications for researchers and teacher educators are discussed.