Document Type
Article
Journal/Book Title/Conference
Theory & Practice in Rural Education
Volume
12
Issue
2
Publisher
East Carolina University * Department of Curriculum & Instruction
Publication Date
11-4-2022
First Page
179
Last Page
196
Abstract
The purpose of this sequential Case Study-Mixed Methods research is to explore rural teacher attitudes toward, approaches to, and engagement with making and computational thinking during STEM professional development and co-teaching learning experiences. Specifically, we examine the professional learning needs of two rural, middle school teachers as they engage technology. Using the lens of cultural historical activity theory, this paper examines the ways in which teacher attitude about computing shifted throughout professional learning and instructional practice. Findings show three broad themes that emerge surrounding teacher attitudes, approaches, and engagement with technology: Anxiety, Independent Learner, and Integration. Additionally, findings suggest that teacher attitude toward technology can be moderated through the means of a more knowledgeable other who scaffolds teacher learning and integration of technology.
Recommended Citation
Mendenhall, M. P., Tofel-Grehl, C., & Feldon, D. (2022). Rural Teacher Attitudes and Engagement with Computing and Technology. Theory and Practice in Rural Education, 12(2), 179-196.
