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In this era of rapid technological innovation, teachers in rural public schools employ a variety of educational technology tools to facilitate student learning. However, little information is known about these teachers’ usage frequencies and perceptions of effectiveness of technology in the learning process. Furthermore, limited research exists related to the barriers rural teachers face in their adoption and use of technology. Utilizing a quantitative approach, this study investigated these perceptions among rural teachers. Findings revealed rural educators have differing opinions on usage and effectiveness of various web-based technologies and software. Teachers revealed personal trial and error as the most common way of new technology knowledge and skill acquisition. Participants reported budgetary issues as the largest barrier to technology implementation, followed by student internet access at home. Suggestions are provided so administrators and teachers can adopt and integrate appropriate educational technology tools to maximize student learning.

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This quantitative study aimed to better understand how teachers implement technology in a variety of teaching modalities to enhance content delivery and student engagement. More specifically, it aimed to investigate the digital divide of technology usage based upon school setting and usage frequency. Responses were collected using a random sampling method of full-time K-12 public school teachers in a Mid-Atlantic state. The instrument was developed from prior research and examined educator usage frequency of instructional technology in urban, rural, and suburban schools dependent upon teaching modality. A total of 423 participants responded to the researcher-created questionnaire and yielded practical implementations for further study. The findings uncovered significant differences in usage frequency of rural, urban, and suburban teachers utilizing technology dependent upon modality (ex. cooperative learning, small group instruction, student-led research, problem-solving). Results of this investigation contribute to the field through an attempt to foster a discussion of disparities between the integration of technology and school setting. The purpose of this discussion is to identify gaps in the digital divide, apply frameworks geared toward equity, and create professional development opportunities for all educators to differentiate technology usage across multiple teaching modalities.