Digital inequity in a rural broadband desert : a qualitative single case study examining the barriers to teaching and learning for K–5 teachers and parents.

This study explored the problem of digital inequity in a rural broadband desert caused by the lack of adequate internet access at students’ homes. The study examined this problem by reviewing barriers teachers and parents encountered with teaching and learning. Along with examining the barriers, the study described consequences that resulted from these barriers. The method for this study was qualitative single case study which provided the opportunity to gather in-depth insights into the barriers. Ertmer’s (1999) theoretical framework of first-order and second-order barriers informed the research questions, data collection protocols, and data analysis. Collected data included semi-structured interviews, a focus group, and digital equity surveys. Four themes report findings that occurred during the emergency remote teaching during the COVID-19 pandemic shutdown. First, the lack of adequate access to the Internet in the home, not hardware, was related to how teachers delivered instruction and how the parents adjusted to their children’s learning. Second, teachers and parents did not resist the change to emergency remote teaching during the COVID-19 pandemic, but teachers and parents expressed frustration with remote teaching because of families’ lack of adequate access to the Internet. Third, lack of adequate Internet access in the home added time to how teachers planned and delivered instruction and how parents adjusted to their children’s learning. Fourth, teachers and parents described decreased student engagement and motivation as consequences of remote teaching and learning during the COVID-19 shutdown. However, four themes relate to the findings related to the period during after the emergency remote teaching and are ongoing. First, the teachers, parents, and their children have hardware and devices to use, but the parents and their children do not have adequate access to the Internet to use the hardware. Second, parents regularly spend extra time driving to locations to get adequate Internet access. Although teachers had access to training and support (e.g., technology, software, platforms), parents did not have training and require phone support from teachers for their children’s assignments. Teachers and parents prefer in person teaching and learning but believe technology contributes to children’s education. The findings of this study have implications for how parents and teachers can overcome barriers caused by the lack of adequate Internet access. The findings of the study also have implications for policymakers. The study provides a rationale for policymakers in advocating additional funding for broadband projects in rural areas.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Doctoral

Grantor

Baylor University.

Year dc:date.issued

2025

Author dc:creator

• Price, Carolyn Warren, 1942-

Advisor dc:contributor.advisor

• Kaul, Corina R., 1969-

• Access to internet.
• Rural broadband desert.
• Teaching and learning.
• K–5 teachers and parents.
• First-order barriers.
• Second-order barriers.
• Qualitative.
• Single case study.

Statement dc:rights

• Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission.

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/2104/13816

OAI identifier oai:identifier

oai:baylor-ir.tdl.org:2104/13816