The challenges of technological tools and electronic classrooms in regional Australian schools: Perspectives from STEM teachers

Abstract

Many students in Australian regional communities and schools do not have electronic devices and cannot access technological tools outside their school environment due to financial difficulties and family-related factors. Guided by the Technological Pedagogical Content Knowledge framework, this study addressed the following question: based on the National STEM School Education Strategy 2016-2026, how do secondary school teachers describe their application of, and experiences with, technology to teach STEM to students with little or no access to technology outside their classroom environment in regional Australia? The results indicate that technological knowledge with additional physical activities, and pedagogical content knowledge with modelling, laboratory and outdoor activities are some of the keys to solve the technological challenges in regional communities and schools. The study may inform government leaders, school leaders and teachers about the need to review their current financial resources management, contributions and regional development plans to successfully address the technology-based challenges in remote Australian areas.