[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-603016-en":59,"doc-seo-603016-105":81},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":72,"language":73,"language_code":74,"site_id":75,"html_lang":74,"table_of_contents":76,"faqs":77,"seo_title":78,"seo_description":66,"update_tm":79,"read_time":80},603016,687212988360,"MrHarris58","https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Revisiting Rural Education Access","Examining how digital communication technology reshapes rural schooling, the article revisits rural education access by focusing on the adoption of educational technology and the limited understanding of its effects. It argues that technologies compress time and context, shifting learning into digital spaces in ways that can both expand opportunities and disrupt local interests. Through two examples using online mathematics videos in a rural middle school, the discussion highlights how outcomes can diverge when rurality is considered multidimensionally rather than through a single success narrative.","Educational Considerations  \nVolume 48  \nNumber 2 Rural Revelations: Our Path Forward  \nArticle 5  \nJuly 2022  \nRevisiting Rural Education Access  \nElizabeth Wargo  \nUniversity of Idaho, [ewargo@uidaho.edu](ewargo@uidaho.edu)  \nIan Hoke  \nAmerican International School of Mozambique, [ian.hoke@aism-moz.com](ian.hoke@aism-moz.com)  \nFollow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations)  \n Part of the Curriculum and Social Inquiry Commons, Educational Technology Commons, Online and Distance Education Commons, Place and Environment Commons, and the Rural Sociology Commons  \nThis work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.  \nRecommended Citation  \nWargo, Elizabeth and Hoke, Ian (2022) \"Revisiting Rural Education Access,\" Educational Considerations: Vol. 48: No. 2. [https://doi.org/10.4148/0146-9282.2333](https://doi.org/10.4148/0146-9282.2333)  \nThis Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, please [contact](contact cads@k-state.edu)[ cads@k-state.edu](contact cads@k-state.edu).  \nRevisiting Rural Education Access  \nElizabeth Wargo andIan Hoke  \nSince their inception, rural schools have faced metro normative one-size-fits all urban-oriented  \nreform pressures surrounding language which describes isolation and lack of access (Biddle &  \nAzano, 2016) . One of these pressures, perhaps the most invisible (Roberts et al., 2017), is the  \nadoption of digital communication technology. Yet, despite decades of rhetoric positioning  \n“technology as a catalyst for change” we know very little about how education technology is  \naffecting rural schooling (Wargo & Simmons, 2021, p. 39). This is highly problematic as access to, and use of, technology amplifies rural education opportunities and challenges in ways that are  \nlargely under-examined.  \nIn rural education contexts, where qualified teacher shortages exist, access to expertise and high  \nquality materials through online networks may be possible with the right investments (network  \ninfrastructure, devices, training, support, etc.) . However, for decades policymakers, practitioners,  \nresearchers, and advocates have furthered the promise of using technology without clearly  \nunderstanding if and how it can improve learning, especially in rural education contexts. This is  \nnot surprising given how the use of educational technology takes contexts and borders out of  \nfocus (Selwyn, 2010) .  \nTechnologies collapse time and context, complicating the conceptualization of educational  \nspaces and places (Matthewman, 2011; Postman, 1998; Wargo, 2021) . Virtual sites where  \nindividuals interact and gather are important “locales”(e.g., McKenzie, 2008) and immersive  \ntechnology (e.g., VR & AR) allows for engaging in “places” for learning near and far (Vander  \nArk et al., 2020). However, use of education technology may disembed learning from location in ways that harm rural communities (e.g., Howley & Howley, 1995 ; Wargo et al., 2021), as policy mandates from afar and macroeconomic or socio/cultural forces often overshadow local interests  \nand characteristics (e.g., Budge, 2010; Budge et al., 2019; Corbett, 2007) . As we consider the  \nfuture of rural communities and their students, new multidimensional conceptualizations of  \nrurality are necessary, ones which acknowledge schooling now can and, in many ways, does  \nextend into digital spaces, to best understand education outcomes in ways that matter for  \nindividual students and rural communities.  \nIn this case we capture two examples where online mathematics videos and resources were used  \nin a rural middle school setting. On the surface, without a multidimensional consideration for  \nrural context, both examples could be described as success stori","cbCaiaT4Fj5DLRNF","https://ap.wps.com/l/cbCaiaT4Fj5DLRNF","pdf",330694,11,"English","en",105,"# Revisiting Rural Education Access\n## Educational technology pressures and rural access\n## Multidimensional thinking: constructing rurality","[{\"question\":\"Why does the article focus on digital communication technology in rural education?\",\"answer\":\"It argues that rural schools face metro-oriented reform pressures, and one especially “invisible” pressure is the adoption of digital communication technology. The article notes that, despite long-standing rhetoric, education technology’s effects on rural schooling are still under-examined.\"},{\"question\":\"What problem arises when educational technology takes contexts and borders out of focus?\",\"answer\":\"The article explains that collapsing time and context complicates how educational spaces and places are understood. This can disembed learning from location in ways that may harm rural communities and foreground policy mandates over local interests.\"},{\"question\":\"What do the two online mathematics examples reveal?\",\"answer\":\"Although both examples improved access to the mathematics curriculum and raised state math assessment scores, deeper analysis shows different outcomes. The article uses these cases to argue for considering rural context through multidimensional thinking.\"}]","Revisiting Rural Education Access | PDF",1792095582,28,{"code":4,"msg":82,"data":83},"ok",{"site_id":75,"language":74,"slug":84,"title":65,"keywords":85,"description":66,"schema_data":86,"social_meta":139,"head_meta":141,"extra_data":143,"updated_unix":79},"revisiting-rural-education-access","",{"@graph":87,"@context":138},[88,102,121],{"@type":89,"itemListElement":90},"BreadcrumbList",[91,95,97,100],{"item":92,"name":93,"@type":94,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":96,"name":9,"@type":94,"position":14},"https://docshare.wps.com/document/",{"item":98,"name":35,"@type":94,"position":99},"https://docshare.wps.com/document/healthcare/",3,{"item":101,"name":65,"@type":94,"position":19},"https://docshare.wps.com/document/revisiting-rural-education-access/603016/",{"url":101,"name":65,"@type":103,"image":104,"author":109,"headline":65,"publisher":111,"fileFormat":114,"inLanguage":74,"description":66,"dateModified":115,"datePublished":115,"encodingFormat":114,"isAccessibleForFree":116,"interactionStatistic":117},"DigitalDocument",{"url":105,"@type":106,"width":107,"height":108},"https://docshare.wps.com/thumbnails/revisiting-rural-education-access/603016.png","ImageObject",300,407,{"name":63,"@type":110},"Person",{"url":92,"name":112,"@type":113},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":118,"interactionType":119,"userInteractionCount":4},"InteractionCounter",{"@type":120},"ViewAction",{"@type":122,"mainEntity":123},"FAQPage",[124,130,134],{"name":125,"@type":126,"acceptedAnswer":127},"Why does the article focus on digital communication technology in rural education?","Question",{"text":128,"@type":129},"It argues that rural schools face metro-oriented reform pressures, and one especially “invisible” pressure is the adoption of digital communication technology. The article notes that, despite long-standing rhetoric, education technology’s effects on rural schooling are still under-examined.","Answer",{"name":131,"@type":126,"acceptedAnswer":132},"What problem arises when educational technology takes contexts and borders out of focus?",{"text":133,"@type":129},"The article explains that collapsing time and context complicates how educational spaces and places are understood. This can disembed learning from location in ways that may harm rural communities and foreground policy mandates over local interests.",{"name":135,"@type":126,"acceptedAnswer":136},"What do the two online mathematics examples reveal?",{"text":137,"@type":129},"Although both examples improved access to the mathematics curriculum and raised state math assessment scores, deeper analysis shows different outcomes. The article uses these cases to argue for considering rural context through multidimensional thinking.","https://schema.org",{"og:url":101,"og:type":140,"og:title":65,"og:site_name":112,"og:description":66},"article",{"robots":142,"canonical":101},"index,follow",{"doc_id":61,"site_id":75}]