Reading Matters Winter 2018

collaboration to effectively use and integrate technology into their classrooms, lesson plans, and overall curriculum goals. This collaboration, supported by professional development and technology specialists, may assist in shaping positive experiences for teachers wanting to integrate technology

skills are necessary for students to compete in the current job market, as well as be successful in post-secondary education. Rural school districts who struggle with access to reliable internet and updated tools are aware of the disconnect between the opportunities their students have in comparison with urban students; however, limited financial resources and personnel make fast change nearly impossible. However, as evidenced in the Aspirnaut program (Gordon, 2011), when surrounding businesses, universities, and other resources combine with rural districts, there is opportunity for growth. This is especially important because the students living and graduating from these rural districts are most likely those that will be moving into the local work force, and they will need a solid foundation in 21st century technology skills to effectively compete in the economy. Cultural Influence and Technology Integration in Rural Schools Research indicates that with support and proper technology access, teacher attitudes toward implementing new technology practices may shift, which could potentially motivate students and lead to increased student achievement (Howley & Howley, 2008; Howley, Wood, & Hough, 2011; Windschitl & Sahl, 2002). Teachers want students to use technology in the classroom as easily as they do their smart phones and home computers (Howley, Wood, & Hough, 2011). Rural teachers find, however, that community support to move away from conventional forms of teaching and learning are often resisted by the local community. Howley, Wood, and Hough (2011) cited both the Appalachian and Amish communities as reluctant to adopt technology in the classroom for fear of its influence on culture, morals and traditions. Rural teachers, who may be more heavily influenced by cultural pressure to maintain traditional values, ignored technological opportunities promoting higher order thinking (Howley & Howley, 2008). Danville Public Schools Superintendent from Virginia, Sue Davis explained: “What they need to understand is that in today’s schools it’s hard to teach globally prepared students when they’re not connected to the world in any way” (Gordon, 2011). Are cultural attitudes toward technology integration rooted in lack of access? Or is cultural resistance to technology integration preventing access to effective technology use in rural schools? These studies suggest both factors may be equally significant. In securing high speed internet and technology tools, along with professional development and teacher collaboration, technology integration in rural schools has the potential to be just as effective as it is in urban schools. There may even be opportunities to uniquely integrate technology into a rural culture that both sustain the values of the community while also preparing rural students with the 21st century skills they need to succeed beyond the classroom. Discussion If teachers are not integrating authentic technology use that teaches students how to conduct online research, appropriately interact with other users, or better develop individual inquiries (Hollandsworth et al., 2011; Hutchison &Woodward, 2014), they run the risk of creating a greater divide between students

into their already cumbersome curriculum goals. Access to Technology in Rural Schools

While this review looked specifically at technology integration in rural school districts, and not distance education, there were programs that created opportunities for rural school districts through university programming and funding. Through these initiatives, access to classroom content and teacher experts increased with the use of technology (Beesley, 2011; Gordon, 2011; Knezek & Christensen, 2007). In Kodiak Island, Alaska, 300 miles southwest of Anchorage, technology has become “an invaluable tool for overcoming the problems created by sparse and remote populations” (Gordon, 2011, p. 18). Having grown up in the area, Billy Hudson and his wife wanted to assist the dwindling population with a program to further develop the science, technology, engineering, and mathematics (STEM) readiness in the area (Gordon, 2011). They launched the Aspirnaut program with the goal of increasing “the number and diversity of students entering the STEM workforce” (Gordon, 2011, p. 23). Students living on Kodiak Island commuted to school by bus, 90 minutes each way. The couple used this time to offer differentiated STEM content by way of a Wi-Fi bus for K-12 students making the trek to and from school. Partnering with a major university allowed the local school district to move beyond the bus, and offer online courses such as Algebra II, Pre-Calculus, music and advanced placement composition. Prior to the Aspirnaut program, math scores were on the decline because too many teachers tried to teach too many subjects with limited resources, access, and time (Gordon, 2011). Through increased online access and course availability, the students had more opportunities in course offerings, and the teachers felt more equipped to support this process. As 21st century readers and writers, students must be able to effectively navigate the internet to synthesize appropriate information, and read both online and offline texts equally, with critical analysis and fluency. For students who do not have continual access to the internet at home and school, the gap of abilities, the achievement gap, widens (Leu et. al., 2014). In Vardaman, Mississippi, C.J. Weddle, a high school student, aspired to go onto college and learn more sustainable farming techniques, but she was apprehensive of a four- year college for fear she was unprepared. Her classrooms did not have reliable internet. As a result, she and her 2,500 classmates relied on teacher notes, overhead projectors, and the library to conduct research. She worried that when she went to college she would not be as prepared as her peers with more accessible and reliable technology (Herold, 2015). In 2016, President Obama proposed an initiative to grant reliable internet access to all Americans across the country (The White House, Press Secretary, 2016). Technological tools and

Reading Matters Research Matters

| 18 | Reading Matters | Volume 18 • Winter 2018 | scira.org

CLICK HERE TO RETURN TO TABLE OF CONTENTS