Rural education Research Papers - Academia.edu (original) (raw)

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- Rural Sociology, Education, Community Development, Youth Civic Engagement
- by Caitlin Howley
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- Rural Sociology, Sociology of Education, Political Science, Rural education

The purpose of this study was to identify what school board presidents perceived to be critical incidents with their superintendents. Eighty-seven percent (87%) of school board presidents in Nebraska responded. Of these 239 superintendents, 68 (28%) experienceda critical incident and 60 (88%) agreed to discuss the incidents. Incidents were grouped into 11 categories: Communication/human relations, staffing, ethics, competence, personal issues,

- by marilyn grady and +1
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- Rural education, Communication Skills, Professional association

This article discusses gender relations and the sexual division of labor in the countryside, in dialogue with the social action "Marcha das Margaridas". Having as research subjects countryside women from the north of Minas Gerais State, participants of the "Marcha", by means of participant observation, interviews and informal conversations, sought to unveil the sexism present in labor relations in the countryside and the changes that occurred in the social practice and the worldview of these women. The findings reveal that, despite the situations of inequalities and invisibility of women in the countryside labor -with the persistence of "multiple tasks", participation and engagement in feminist and countryside social actions such as The "Marcha das Margaridas", have contributed to the breakdown of paradigms rooted in society. There are changes in the way of thinking and seeing the world, as well as in social practice, which brings substantial achievements to the countryside women.

- by Raquel Quirino Gonçalves
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- Rural Sociology, Social Movements, Education, Rural

This presentation outlines some of the myths that are promulgated about remote communities and schools in Australia. Please refer to other lectures for detailed information. This is just a summary of findings presented as a lecture to a... more

Saudi government is striving to integrate technology at all school levels. In many schools English language is being taught
through modern digital technology. Intel program has been launched to integrate technology in teaching and learning in Saudi
Arabia. Qualitative research study was used to investigate English language teachers’ readiness to integrate technology in
Sabt Al-Alaia, Aseer region in Saudi Arabia. 12 in-service English language teachers participated in this study. Data were
collected through structured and semi structured interviews. We found five main themes, (a) Understanding of technology, (b)
Use of technology for learning and motivation, (c) Types of technology, (d) Teachers’ main concerns, and (e) Teachers’
unawareness of Intel program. Participants complained about lack of funding, scarcity of technology in schools and paucity of
proper training to use technology. Sabt Al-Alaia regional schools do not have access to technology as their counter parts in
other regions of Saudi Arabia. However, all the participants were willing to use technology to teach English as a foreign
language. The paper includes implications of evaluation findings, recommendations for policy and directions for further
research.

- by Nadeem Saqlain and +1
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- Rural Development, Virtual Schooling, Rural education, TESL/TEFL

The paper attempts to challenge the ‘one-size-fits-all’ approach in curriculum-textbook formulation and to identify language learning materials for students in India. The paper focuses on the different languages scenario that exist in the teaching- learning environment with special reference to education in rural India. Though English has become a global language at the academic, social and political front, there is a wide disparity in the use of English language in India. As a multi-lingual country, India is also host to many languages (scheduled languages, regional languages and minority languages). Often in the quest for education in English, mother tongue gets neglected which in turn hampers the student’s language proficiency in L1 and L2. The researcher points out the need to address these concerns to aid education development through document analysis and empirical data. Presently, the priority should be to modify the curriculum to a multilingual curriculum by including learning materials in mother tongue including minority languages and to provide instruction in the same. The question of how far the standardized curriculum that was implemented with the aim to increase parity across the educational system has worked is also addressed.

- by IERJ Journal
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- Rural education, Indian educational system

In this article, Robert Petrone and Nicholas Rink propose a repositioning pedagogy framework for teacher education. They maintain that a repositioning pedagogy disrupts power dynamics by bringing secondary-aged youth into teacher education courses as compensated consultants and experts to teach future teachers about learning, classroom management, teaching, and other issues pertinent to schooling and the development of pedagogical practices. A repositioning pedagogy responds to the absence of youth voices in teacher education by centering youth and their perspectives in preservice teacher education. In laying out this framework, Petrone and Rink report the findings of a qualitative study in which Native youth attending an alternative high school on a reservation were hired to teach future English teachers about ways to build relationships and curricula to engender success for Native youth in schools. This research explains both the experiences of the youth consultants, which proved to be “transformative,” as well as the structures of a repositioning pedagogy that facilitated this outcome. The article also addresses several areas for further research and consideration to ensure reciprocity and safeguard against undue harm to youth consultants, particularly those for whom schools have historically been unsafe places.

School libraries are pivotal to the success of online learning programs, especially in rural communities. The profile of an online adolescent student in combination with the context surrounding their choice to learn online puts the library at an optimal position to support this learning. “Constructivist tenets of online learning match those of inquiry and problem-based learning associated with information fluency and library instruction” (Boyer and Kelly, p. 367). As online students often are transitioning for the first time from face-to-face environments, they realize that they need to develop new strategies for their studies and a new skillset for success. As with face-to-face learning, school libraries have the flexibility, security and tools to meet the needs of online learners. The reliable nature of the public library in conjunction with the partnership of school libraries has allowed all youth to access online learning support across our rural community.

- by Alanna King and +1
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- Accessibility, Rural education, At-Risk Youth, School libraries

The author interviewed Dr. Carolyn Callahan, an eminent scholar in gifted education. The interview focused on Dr. Callahan's work on implementing gifted program in rural areas, and illustrated her suggestions for teachers, researchers,... more

Recruiting and retaining highly qualified teachers in rural schools is a persistent struggle in many countries, including the U.S. While rural education researchers have long lamented the struggle to recruit and retain teachers, there is relatively little known about intentional efforts to prepare teachers, specifically, for rural classrooms. Salient challenges related to poverty, geographic isolation, low teacher salaries, and a lack of community amenities seem to trump perks of living in rural communities. Recognizing this issue as a complex and hard to solve fixture in the composition of rural communities, we sought to understand how teacher preparation programs might better prepare preservice teachers for successful student teaching placements and, ideally, eventual careers in rural schools. In this study, we explore teacher candidates' perceptions of rurality while examining how specific theory, pedagogy, and practice influence their feelings of preparedness for working in a rural school. Using pre-and post-questionnaire data, classroom observations, and reflections, we assess the effectiveness of deliberate efforts in our teacher preparation program to increase readiness for rural teaching. In our analysis and discussion, we draw on critical and sociocultural theories to understand the experiences of a cohort of teacher candidates as they explore personal histories, the importance of place, expectations, and teaching strategies for rural contexts. We conclude our article with recommendations for enhancing teacher preparation programs in ways that might result in significant progress toward the goal of staffing rural schools with the highly skilled teachers all students deserve.

- by Amy Azano and +1
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- Rural education, English Education, Dialogic Pedagogy

This article identifies spatial dimensions of educational outcomes using maps of the 2016 Grade 5 reading results for Australia's National Assessment Program–Literacy and Numeracy for all Australian schools. A geographical information system (GIS) was used to overlay schools' results onto suburbs' advantage or disadvantage to visualise spatial patterns. We then examined the extent to which school results “cluster” in socio‐economically advantaged and disadvantaged suburbs and considered the consistency of spatial patterns for results across major cities. That work illustrates both how GIS can foreground educational inequality and how “the spatial” is more than corollary for student socio‐economic status. Results show substantial differences between urban and remote areas and towns of different size. Maps of cities visualise spatial “clustering” patterns of school results, with most schools in advantaged suburbs having high results and almost no schools in disadvantaged s...

- by Crichton Smith
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- Human Geography, Population Geography, Demography, Economic Geography

This article highlights a study in which critical pedagogy was introduced through design thinking strategies to primary school students in rural Trinidad and Tobago.By encouraging interactive discussions between students and instructors, the overarching objective was achieved. In order to build students’ critical awareness, agency and empowerment, during three weeks in a summer camp, the students and instructors engaged actively, in repeated dialogues concerning student rights, media bias, change, and utopian ideas for a better future. As the process unfolded, the students took more control of their learning. They identified and suggested solutions for community problems. The case study demonstrated that student-centred strategies which foster critical awareness and development of social consciousness, can be successfully implemented in schools with limited resources.

- by Lesley-Ann Noel and +1
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- Critical Pedagogy, Design thinking, Rural education, Critical Utopian Action Research

In a time of rapid policy and curriculum change, teachers must be knowledge workers who continue to develop professionally. Professional learning networks (PLNs) offer teachers the opportunity to develop professionally by positioning them as inquirers into their own practice and authors and agents of situated innovation. Six examples of PLNs are introduced in this book to illustrate key attributes of PLNs that build educators’ ownership, practice, and expertise. Also highlighted is the potential of PLNs to address questions of equity, both for educators working in remote and rural communities who have limited access to professional development and other resources, and diverse learners and equity-seeking communities (e.g., Indigenous communities, non-dominant cultural groups). Scholar, practitioner, and policy audiences can benefit greatly from the PLNs described here and draw from these case studies to inform equity-oriented PLNs centering the importance of teachers, students, engagement, collaboration, and rural place in educational transformation efforts.

- by Traci Rider
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- Sociology, Critical Pedagogy, Design thinking, Rural education

This chapter focuses on what is involved in researching place(s) and space(s), as especially significant in and for rural education research. It begins with a discussion of social cartography as a theoretical and methodological concept that allows us to deal adequately with relations of place and space and their effects on both the policy and practice of education. It then moves to examine two instances from the authors’ research highlighting the productive tensions and opportunities that attention to place in rural education has produced for their work. The importance of recognising that all knowledge and experience always produces a view from somewhere is argued. The specific focus is on maps and mapping, literally and metaphorically, and on what can be called educational cartography as an emergent methodology in (rural) education studies.

- by Bill Green and +1
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- Rural education
- by Adele gordon
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- Rural education

CONTEXT Integrated longitudinal rural placements are designed to promote favourable student attitudes towards and facilitate return to rural practice upon graduation. We explored the impact of an integrated placement on medical students'... more

Drawing on a larger study of the current state of affairs of English language teaching (ELT) in rural Colombia, this paper interrogates the social impact which education policies promoting English have been associated with. Informed mainly by Nancy Fraser's theory of social justice, I analyse teachers' narratives (obtained through interviews and teaching biographies) in an attempt to point at specific issues that need to be considered, in order to more truthfully account for social development through education policy. In doing so, from the angle of ELT in rural contexts, the paper examines where it is that rural regions stand in terms of cultural and socioeconomic arrangements operating in the country. It is suggested that in order to really make ELT policy socially impactful, these wider cultural and socioeconomic arrangements need to be examined, questioned and indeed integrated into policy making.

- by Ferney Cruz
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- Social Justice, Applied Linguistics, Rural education, English Language Teaching (ELT)

This case study records the voices of a group of young people from an isolated rural community as they reflect on their experiences of secondary school. The study was driven by a desire to develop an understanding of the human connections young people make (or not) at school, to help develop understandings of how schools can be better places for their students. The data reveal that the students report their school experience almost entirely as a social activity. In the
context of this study it is argued that the emotional support and ‘protection’ that peer relationships seem to offer young people maybe a key element in motivating them to attend school and supporting their well-being. With the focus of schools directed by inspection, standards and marketisation agenda, the importance of these peer relationships to young people may not befully recognised by school leaders. Acknowledgement of the importance of these interactions to
the students and accommodation of these needs physically and pedagogically in school may well be a key to developing positive relations between all members of the school community.

- by Cath Gristy
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- Rural education, Schools

English language teaching (ELT) at rural schools may pose challenges like insufficient resources and a lack of students' interest. Integrating real-life-based and learner-centred methods like project-based learning (PBL) into rural English classes may help improve the quality of ELT in such contexts, yet the issue still remains underexplored. This case study aims to devise a PBL model for the English classes at a rural school and investigate the effects of PBL on the development of linguistic and non-linguistic competencies as well as the benefits and challenges of the process along with suggested solutions. The data were collected through closed-and open-ended questionnaires, semi-structured interviews, and students' productions. According to the results, PBL was seen to affect students' progress in multidimensional ways. The data suggest that thanks to PBL, the students' interest and confidence in using English increased, and their English language proficiency improved. Besides, the students were found to have developed their real-life related skills like time management, creativity, autonomous decision-making, oral presentation, and computer use. However, PBL was also defined to be a challenging process requiring full devotion and a heavy workload. This study indicates PBL can be an effective means to improve the quality of ELT in rural education.

Barriers to effective technology integration come in several different categories, including access to technology tools and resources, technology training and support, administrative support, time to plan and prepare for technology integration, and beliefs about the importance and usefulness of technology tools and resources. This study used survey research to compare reported barriers to technology use in smaller school districts and communities to those in larger school districts and communities. This study also sought to determine other district and classroom factors that could influence barriers to technology integration. The population for this study was current public K-12 teachers in a rural North Midwestern state. Findings indicated that teachers in smaller districts and communities reported more access to technology tools and resources and higher administrative support for the use of technology than did teachers in larger districts and communities. By contrast, teachers in larger districts and communities reported higher time to plan and prepare for technology integration.

- by Greg Francom
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- Educational Technology, Rural education, Barriers for Ict Integration

In British Columbia, Canada, music curriculum documents, or Integrated Resource Packages (IRP’s), include very few references to First Nations music making despite the fact that, in many rural school districts, First Nations students form a large percentage of the student body. In 2006, the British Columbia Ministry of Education produced the revised curriculum document Shared Learnings: Integrating BC Aboriginal Content K-10. The document contains instructional strategies and resources to encourage the integration/inclusion of First Nations content and ways of knowing into all school curricula. This paper will critique Shared Learnings, examine its recommendations for planning a program that integrates First Nations musical practices into music classes transparently, and describe recent initiatives of British Columbian rural school districts, in partnership with local First Nations communities, to help teachers link local knowledge to standard school curricula.

- by Vincent C Bates
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- Sociology, Rural Sociology, Music Education, Poverty

How can we conduct local learning (or community learning) in an expanded school district under the circumstances of school consolidation? In order to obtain clues to answer this question, we examine whether the consolidation of schools in the elementary schools of mountainous Totsukawa Village, Nara Prefecture has led to any changes in local studies, and whether local

- by Daichi Kohmoto 河本大地
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- Education, Place Attachment, Community Development, Rural Development

This case study provides a thick description and conceptual analysis of the organization of community members for collective impact in a rural cradle-to-career network. This study focused on three intersecting areas: mobilization of network members; the development of shared issue frames, or common understandings of local needs; and the emergent theory of change held by network members.
The literature review encompassed the political science theories of civic capacity and urban regimes, along with the sociological theories of social capital, and social movement issue framing. Based on this review, three research questions guided the study: 1) How do community and organization members mobilize in the development of a rural cradle-to-career network? 2) How do community and organization members frame issues in the development of a rural cradle-to-career network? 3) What are the characteristics of the theory of change?
To answer these questions, a qualitative case study methodology was used. The analysis proceeded deductively from codes derived from the literature review and inductively with codes derived from interpretive field notes and memos, as well as summary reports of site visits. Member checking and peer debriefing safeguarded the findings.
The findings are presented across four chapters. Chapter 4 provides salient details of the network’s social geography. Chapter 5 provides the chronological development of the network, highlighting the development of various groups in the network. Chapter 6 examines the mobilization of individuals at various levels in the network, highlighting the importance of social capital and trust. Chapter 7 provides details on the framing processes and content, as well as the emergent theory of change described by participants. Together, these findings highlight the connection between initial issue framing and the development of action plans.
The final chapter presents five crosscutting conclusions. First, that civic capacity is dynamic in nature, with mobilization and issue framing proceeding iteratively. Second, that trust serves as social glue for mobilization and a lubricant for issue framing. Third, that the legitimacy of a backbone organization, or intermediary organization, supports mobilization and issue framing. Fourth, models for cradle-to-career network must be adapted to local contexts and social geography. Fifth, three types of leaders help to explain the progressive development of the Grand Isle Network
This study gave rise to several important implications for policy, practice, and research. For example, policymakers should weigh implementation fidelity of cradle-to-career networks with the need to adapt models to local contexts, based on mapping community assets and geography. Implications for practice included the need to identify a legitimate backbone organization with intermediary leaders to serve as a center for mobilization and to drive issue framing. Implications for future research start with the need to critically examine how issues are framed and in particular, who is doing the framing.

- by Sarah Zuckerman
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- Rural education, Cradle to Cradle, Collective Impact

Este artículo presenta la metodología utilizada en el diseño de la estrategia de virtualización dentro del programa de articulación del programa Agroindustrial por ciclos propedéuticos, liderado por la Universidad Industrial de Santander... more

Education is needed in order to develop every individual's full potential to give them a chance to achieve as much in their life as their abilities allow. The positive rate in literacy of the people in a certain nation impacts the development of a country. However, it is quite intriguing that in the case of rural South Africa, the education system does not pursue the same objective of education, rather, it is designed with the intention of causing social inequality. Although majority of the learners in South Africa go to rural schools, it is the rural parts of the country where inequality is most intense and somehow there has not been much effort to change that. This paper studies education in rural South Africa, the part of the country in which poverty is very prevalent. South Africa has currently nine provinces which are mostly rural and its general quality of education will be described and analyzed through the sections.

Rural development generally refers to the process of improving the quality of life and economic well-being of people living in relatively isolated and sparsely populated areas. Based on scientific utilization of India's natural resources Rural Development has been given the highest priority for the betterment of the living conditions of the rural areas. With this aim in view, several efforts were made at rural development for the betterment of the socioeconomic condition of villagers from ancient times to the British period. There were experiments in rural development from Shanti Niketan in 1921 to community development in 1952. After independence, many development programs have been executed to tackle the problems of lesser education, poverty, and unemployment in India. Among the development programs implemented during the last two decades; Sarva Shiksha Abhiyan (SSA) launched in 2001, Swarnajayanti Gram Swarozgar Yojana (SGSY) launched in 1999 and Deen Dayal Upadhyaya Grameen Kaushalya Yojana (DDU-GKY) are discussed here. All these schemes are aimed to reduce the gap between rural and urban people which would help reduce imbalances and speed up the development process.

- by Kundan Shwetank
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- Education, Urban Planning, Rural Development, Skills Development

This article documents the first year of a qualitative case study investigating the experiences of reciprocal learning teams of teachers within a small, rural secondary school. The purpose of this study was to examine how teachers experienced collaborative professional development (PD) and how their experiences contributed to developing the culture and structure of their school. Collected data were analyzed using an iterative process of coding, categorizing, and abstracting data. Three themes emerged: (a) self- and co-regulated learning in teams invigorated collegial relationships and contributed to a sense of agency toward change at the school level; (b) differentiating support for collaborative inquiry among teachers and within teams is critical; and (c) creating structures to support collaborative inquiry among teachers engages teachers in their ongoing professional learning. This case study of a rural secondary school demonstrates how deep and substantial school change can happen when teachers co-construct and co-regulate their PD.

- by Sabre Cherkowski and +1
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- Inquiry Based Learning, Case Study Research, Collaboration, Professional Development

This paper examines fundamentalist Christian education in the rural United States and the ways in which it allows for an increase of neoliberal education policies. Both forces are pushing an agenda that devalues critical thought, public institutions, and democracy in general. It begins with a look at the ways in which fundamentalist Christians have been able to take power in rural areas, and then examine the forms of education they are providing, with a critical analysis of three different homeschool providers as well as looking at several examples of Christian influence on public schools.

- by Jason A Cervone
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- Rural education, Religious Fundamentalism, Privatization

part of the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

- by Hernan Cuervo
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- Hope, Neoliberalism, Rural education, Iris Marion Young

In this literature review, the authors examined three key areas that were chosen as relevant to the challenges faced by small rural schools, and collaborative practice between schools working in virtual learning environments in New Zealand. The first area was rural education, where definitions of rurality and the demographics and characteristics of small rural New Zealand schools were described, and the challenges and innovations in rural school setting were explored. The second area was collaborative practice, where features of effective collaboration were discussed as is the professional practice and theory that underpins collaboration across school networks. Finally, the third area was virtual learning, which was defined and described, along with the benefits and challenges of learning in virtual environments, and the growth of networked learning communities in New Zealand was chronicled. A comprehensive scope of the current New Zealand education landscape was included to provide the context in which this review resides.

- by Michael Barbour
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- Virtual Schooling, Rural education, Primary School, Virtual Learning

China has adopted an unbalanced policy for economic development to improve its domestic economy and international competiveness for more than three decades. During this process, rural education has undergone a series of reforms. With reference to compulsory education, this article argues that rural education in China is a pragmatic instrument for the state to expand and improve the quality of urbanization. Rural education can be used to serve urbanization, is influenced by the rural-urban disparities brought about by urbanization, and receives urban aid and support in exchange for following state guidelines. Due to deep-rooted disparities and long-standing inequalities, effectively financing rural education, rural education still faces challenges and difficulties related to handling urban-based curricula and evaluation standards, recruiting, and keeping qualified teachers, and the outflow of original rural residents. This article concludes by offering an explanation of Chinese policy implications for the functions and constraints of state-directed rural education in serving urbanization.

- by Shuqin Xu
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- Social Change, China, Rural education, Urbanization

Esta obra tem por tema a configuração da educação rural brasileira num período de rápida transformação das relações entre o campo e a cidade em nosso país. Aqui você vai encontrar resultados do projeto de pesquisa financiado pelo CNPq intitulado Formação e Trabalho de Professoras e Professores Rurais no Brasil: RS, PR, SP, MG, RJ, MS, MT, MA, PE, PI, SE, PB, RO (décadas de 40 a 70 do século XX). Essa pesquisa analisou a profissionalização docente no Brasil, as políticas públicas empreendidas em âmbito nacional e estadual para a formação do magistério rural e as formas de recrutamento, carreira, salários e condições de trabalho dos docentes que atuaram nas escolas primárias rurais.
Decorrência de estudos sobre a emergência da educação rural no século XX, esta obra coletiva organiza-se a partir de quatro eixos: Balanço bibliográfico sobre a educação rural; Referenciais externos e circulação de modelos sobre a educação rural; A formação de professores rurais; Memórias e representações sobre a docência nas escolas primárias rurais, tecendo a história e a memória da educação rural no período.
Como compreender o processo de escolarização da infância, as políticas de expansão, os modelos educativos de destaque, os referenciais externos, as práticas de transmissão da cultura e a realidade ainda pouco conhecida e explorada dos docentes que atuaram entre as décadas de 1940 e 1970 nas escolas rurais brasileiras? Este livro procura responder estas questões pela mobilização de uma diversidade de fontes históricas, envolvendo, entre outras, fontes orais, correspondências, relatórios de governo, sinopses estatísticas, legislação educacional, periódicos educacionais e recomendações de organismos internacionais.
Ao responder estas e outras importantes questões, esta obra contribui para o alargamento do campo sócio-histórico da educação. A feitura deste livro é expressão do interesse em avançar na produção do conhecimento histórico, na preservação da memória e do patrimônio educativo rural brasileiro.

Professional experience has become increasingly sought after by employers, which has led to the implementation of a vocational education system that meets the requirements of entering the labor market of graduates. The paper's primary purpose is to highlight the advantages of the dual education system both for students and partner economic organizations. The reforms carried out by the Ministry of Education for dual education and the proposed ones actively participate in supporting and developing an accessible and attractive education system for Romania.

- by Hunor VASS
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- Education, Teacher Education, Case Study Research, Rural education

Using social capital theory as a framework, the authors examined data from the Educational Longitudinal Study (ELS: 2002) to examine how student contact with high school counselors about college information and other college-related variables influence students’ college application rates. In addition to some college related variables, the number of school counselors, and student contact were significant predictors of college application rates. Implications for school counselors and counselor training are included.

- by Julia A Bryan
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- Sociology, Rural Sociology, Psychology, Teaching and Learning

The transformation is signifi cant in many aspects. For example, it lifted the high-stakes test requirement for senior high school admission (in principle), and also mandated multi-stakeholder (including students) participation in the review of the national curriculum. The details of the Twelve-Year Basic Education system shall be discussed later in depth. 20 K-12 Education Administration, Ministry of Education. 2020. Briefi ng of Experimental Education. (https:// www.k12ea.gov.tw/fi les/common_unit_id/d8533636-0498-4fd6-b456-2bcda3a8b4d9/doc/109%e5%af%a6%e9% a9%97%e6%95%99%e8%82%b2%e7%b0%a1%e5%a0%b1.pdf); Department of Statistics, Ministry of Education. 2021. 專業教育、實驗教育及偏遠地區教育概況. [Overview of Professional Education, Experimental Education, and Education in Remote Areas]. (https://stats.moe.gov.tw/fi les/analysis/110professional.pdf).

- by Adler Yang and +1
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- Education, Sociology of Education, Alternative Education, Teacher Education

This study used qualitative research methods to explore English language teachers’ perceptions about the use of
technology for language learning at Northern Border University (NBU) in Saudi Arabia. Data collection relied
on interviews. Stream of behaviour chronicles was also used as a strategy of non interactive data collection.14
non native English language instructors from Northern Border University participated in this study. Instructors
identified three areas (a) availability of technology, (b) training to use technology, and (c) to overcome technical
obstacles to use technology in classrooms. They were also determined to use technology for language teaching
in the future. Implications of these findings for learners and educators are discussed.

- by Nadeem Saqlain and +1
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- Rural Development, Virtual Schooling, Rural education, TESL/TEFL