A quantitative analysis of rural teacher readiness for the digital divide
Bibliographic Data
| ID | 22229359 |
|---|---|
| Authors | Erik Kormos (0000-0002-0933-6980, Ashland University, corresponding author) |
| Year | 2026 |
| Volume | 6 |
| Issue | 4 |
| Publication date | 2026-03-16 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SN Social Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2662-9283 • E-ISSN: 2662-9283 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s43545-026-01395-8 |
| OpenAlex | W7136456572 |
| Language | EN |
| References cited | 23 |
This research aimed to explore the perspectives of K-12 rural educators regarding the challenges they face in effectively implementing online learning. Using a quantitative research design, the study involved 214 full-time rural teachers from a Midwestern state. Participants completed a researcher-developed questionnaire. The results revealed a range of obstacles, encompassing readiness, external, and internal factors. Chief among these challenges was the perceived lack of time for developing online instructional materials. Respondents also highlighted reliable student internet access at home as a key external factor affecting virtual education delivery. These findings offer insights into the unique challenges rural educators encounter and prompt discussions on resource provision to enhance preparedness. Understanding how rural instructors assess their online teaching competence can inform tailored curricular content for current educators, educational leaders, and teacher preparation faculty. Future research should consider a broader geographical scope to better support aspiring and practicing educators with empirically-based best practices
Digital divide · Qualitative analysis · Qualitative property · Quantitative methodology · Quantitative Research · Education Systems and Policy · Educational Technology and Optimization · Gender and Technology in Education
Becoming a STEM-Focused School District
Implementing a 1
On the digital frontier
Examining K-12 teachers’ feelings, experiences, and perspectives regarding online teaching during the early stage of the Covid-19 pandemic
Digital Divide or Digital Provide? Technology, Time Use, and Learning Loss during Covid-19
Technologies, Challenges and Needs of K-12 Teachers in the Transition to Distance Learning during the Covid-19 Pandemic
Rural, suburban, and urban schools
How am I a creative teacher? Beliefs, values, and affect for integrating creativity in the classroom
Investigating Technology-Enhanced Teacher Professional Development in Rural, High-Poverty Middle Schools
| Citation velocity | historical |
|---|---|
| Highly cited | No |