Abstract
Introduction: Transitioning from in-person to remote learning resulted in students losing access to educational resources in rural California schools. The study revealed complex social concerns of equity and technology access between 2020 and 2022. The conceptual underpinnings included social constructivist learning and intersectionality theory. A narrative inquiry study explored inequitable access to technology through the stories of one minority student and four K-12 administrators. Using In Vivo, Value, and Axial coding revealed two themes through thematic and discourse analysis: harvesting education equity and integrating artificial intelligence in schools. Gender and socioeconomic stratification may hinder access to educational resources (Mathrani et al., 2021).
Methods: This qualitative narrative inquiry study explored the barriers to remote learning in rural California, using interviews, archival records, and a focus group.
Results: Educational inequity is often intersectional. The ethical use and student privacy associated with artificial intelligence (AI) preclude uniform adoption of AI use in K-12 classrooms.
Discussion: The increased use of technology in rural learning environments may foster a digital-rich climate; however, marginalized communities may face inequalities in Internet access (Oster et al., 2021).
Limitations: Increased growth in rural schools resulted in a reduction from eight to three rural high schools, changing the sample population.
Conclusions: Rural school administrators need coaching, mentorship, and access to gain proficiency in technology.