Beliefs and perceived needs of rural K-12 teachers of science toward the uses of computing technologies

Abstract

The objective of this study was to gather comprehensive information about the accessibility, use, and perceived needs toward computing technologies of elementary and secondary school teachers of science in two large rural school districts in the southeastern United States. Two instruments (one for elementary teachers and one for secondary teachers) containing over five hundred items were designed and administered to elementary and secondary teachers of science. One-hundred and twenty-two elementary teachers and twenty-two secondary teachers of science responded (a 71% return rate). Data were analyzed and grouped in eight categories: computer use and skill level; perceptions of current and needed hardware conditions; computer training and staff development; non-instructional uses of computers; instructional uses of computers; teachers' belifes about the instructional uses of computers; teachers' beliefs about computer use in their classroom; and current and future computer support needs. A descriptive data analysis indicated significant differences in many areas between elementary and secondary, teachers' responses. One strong implication from this study is to support the call for staff development in pre-service and in-service rural K-12 science education on the use of computing technologies.