Technology storylines: A narrative analysis of the rural education research

  • Eizabeth S. Wargo
  • Jeff Simmons University of Idaho
Keywords: education technology, rural education, literature review, narrative synthesis, education change

Abstract

This piece offers a systematic review of rural (P-12) education technology literature. Drawing upon a social change frame (Ogburn, 1922), current rural education technology research within the subfield is collected, examined, and synthesized. Findings explicate that methodological diversity is a strength; however, some populations (e.g., middle school teachers) have thicker coverage than others (e.g., high school students). Additionally, many studies lean on rhetorical structures about what could and should be happening in rural schools, rarely delving into the how’s and whys associated with actual technology use in rural contexts. The piece concludes with a call for scholarship which assists in shifting power structures to support rural schools in their efforts to work with technology for the betterment of rural students and communities in place.

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Published
2021-08-26
How to Cite
Wargo, E. S., & Simmons, J. (2021). Technology storylines: A narrative analysis of the rural education research . The Rural Educator, 42(2), 35-50. https://doi.org/10.35608/ruraled.v42i2.1240
Section
Reviews of Research