Undergraduate Research Journal


This article examines the availability, use, and integration of technology in rural schools versus urban schools in Nebraska. Data were gathered through interviews with eleven schools in central and eastern Nebraska, seven rural and four urban. Representatives from schools were excited about implementing technology in the classroom but acknowledged a variety of problems ranging from insufficient funding to unwilling teachers. Though several significant differences were noted among availability and training opportunities, much of the data were similar between rural and urban schools. The key similarity found was the passion of educators, administrators, and specialists for the engagement and the individual learning that the implementation technology in the classroom creates.

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