The goal of this study is to explore the perceptions
of teachers in Korean rural schools regarding teaching
and learning, including technology preparedness, performance,
demanding activities, difficulties, and continuing
integration in tablet-based interactive classrooms. A survey
instrument was designed, and responses were analyzed
from 54 teachers who participated in a social contribution
project for rural schools. The results indicate that student
preparedness is significantly correlated with the frequent
integration of tablets in classroom lessons. Furthermore,
the most frequent types of pedagogical activities performed
using tablets in the classroom are activities intended to
motivate students. Teachers noted that their continuing
integration of lessons with tablets was correlated with their
beliefs about the applicability of tablets for lessons, students’
satisfaction with previous lessons, students’ expectations
and requests, and the teacher’s personal interests.
This research contributes to the literature on tablet integration
by extending existing findings to the study of rural
schools with limited educational resources. Moreover, this
study provides implications for educators and school
administrators who are interested in supporting teachers
and their instruction using tablets and relevant
technologies.

EB00000002568K

Available

• Investigating Teachers’ Pedagogical Experiences with Tablet Integration in Korean Rural Schools