Date of Conferral
7-2-2025
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Carol Watson
Abstract
Teaching and learning in the 21st century requires full access and use of digital technologies but this can be challenging in rural areas. Teachers at post-secondary schools in rural communities often have limited access to information and communication technologies (ICT), which restricts their ability to fully serve their rural students. Guided by the theory of the digital divide, the purpose of this basic qualitative study was to explore the experiences of post-secondary teachers with using ICT in rural areas in the United States. Data for this qualitative study were collected from 44 participant interviews who evaluated their access of digital technologies. Results of the thematic analysis showed the top three barriers’ rural teachers experience are connectivity, support, and the need for newer technologies. To reduce the digital divide and provide greater access to ICT, schools should ensure that the technological services are specifically designed to address the unique barriers in their rural community at all four phases of access to deal with the multidimensional challenge of the digital divide. The implications for positive social change include improved post-secondary educator ICT access that could lead to greater success and access to ICT for rural post-secondary students.
Recommended Citation
Motley, LaTonya Shirelle, "Experiences of Post-Secondary Teachers with Using Information and Communication Technologies in Rural Communities" (2025). Walden Dissertations and Doctoral Studies. 18045.
https://scholarworks.waldenu.edu/dissertations/18045
