Students’ Perceptions of the Use of Technology in Rural Elementary Schools

Rapid technological advancements have transformed educational experiences, optimizing learning outcomes while providing interesting experiences to learners and educators. More insight was needed on how students perceive learning via technology, as this information can shape how teachers implement technology, especially in rural elementary schools. The main purpose of this research was to investigate the perceptions of students in rural areas between Grades 1–5 regarding the increased use of technology education. The research questions concerned how students in rural elementary schools perceive (a) the use of technology in education and (b) the quality of the teaching–learning process when using or mediating technological resources. The stakeholder theory served as the conceptual framework and demonstrated the importance of engaging learners and other professionals in decision making. As part of the qualitative approach, semi-structured interviews were conducted with 10 rural elementary students on the use of technology in educational settings. Thematic analysis yielded themes pertaining to consultation (where participants were able to ask their teachers for help but received less help from their parents), learning speed (where technology increased their speed of learning), and impacts of technology on learning (where their enjoyment with technology varied, but games increased their level of fun). The results inform positive social change on best strategies for incorporating technology into learning settings and enhancing students’ engagement levels in that future efforts must be codesigned with students, not imposed upon them.