Integrating Educational Technology Among High School Science Teachers in Rural Areas: Challenges and Implications for Practice

The integration of educational technology (ET) into secondary science education has gained increasing importance as a means of fostering student engagement, enriching instruction, and enhancing scientific understanding. However, educators working in rural high school environments often face considerable obstacles ranging from inadequate infrastructure to limited access to professional development that hinder the effective use of digital tools in their teaching. This qualitative study explores the practices, motivations, and challenges associated with technology integration among ۲۴ high school science teachers in rural districts. By analyzing their perspectives through semi-structured focus group interviews, the research offers an in-depth look at how educational technologies are used and the factors shaping those choices. The results demonstrate that rural science teachers' use of ET is generally limited and uneven, often driven more by administrative mandates than by pedagogical intent or personal enthusiasm. Basic tools such as PowerPoint and YouTube videos are more commonly used, while more interactive or innovative digital resources remain largely untapped. Teachers attributed these limitations to insufficient training, outdated equipment, and a lack of ongoing support tailored to rural needs. Based on these findings, the paper offers context-sensitive recommendations that advocate for teacher-led professional development, infrastructure improvement, and greater inclusion of teacher voices in technology policy decisions. The study underscores the importance of aligning technology initiatives with the realities of rural education to ensure sustainable and meaningful integration.

کلیدواژه ها:

digital divide ، educational technology ، professional development rural education ، science teachers teacher motivation ، technology integration