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Abstract
ABSTRACT Previous research on technology implementation in rural schools has focused on two types of challenges: (1) access to internet-ready technological devices and the infrastructure to operate them and (2) teacher attitudes and beliefs about technologies. This research drew on posthumanism to explore tensions that emerged as technological devices were produced materially in rural classrooms with teachers as agents. Teachers from four high schools in the Midwest and Intermountain West participated in this study. Data included interviews with teachers about their experiences with technological devices across their lifespans, including as they learned to teach, classroom observations, lesson plans and instructional materials and weekly email communications. For findings, teachers co-constructed purposes with devices, negotiated access to infrastructure to use devices at school and described shared labour with devices. Future research should consider how to leverage the devices’ roles as materialised agents alongside teachers when devising strategies for technology implementation.
Published Version
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