Document Type
Article
Publication Date
Fall 2025
Abstract
When the Wi-Fi goes down in a technology-dependent classroom, learning often grinds to a halt. This inquiry-based research study examined how teachers’ reliance on digital tools affects their ability to deliver effective instruction in a small, rural school district in northeast Washington. Sparked by the researcher’s firsthand experience during a three-week district-wide internet outage, the study explored how technology dependence influences instructional resilience and adaptability when access is disrupted. Conducted at Selkirk School District, the research included seven core subject teachers across grades 6-12 and combined survey data, reflective journaling, and a review of current literature on technology integration and rural education. Findings revealed that while teachers regularly incorporate technology and report confidence in its use, instructional effectiveness declines significantly when systems fail. Participants noted that technology supports efficiency and engagement but can also create distractions, dependence, and frustration when technical or infrastructural issues arise. Consistent with prior research, the results indicate that effective teaching relies more on sound pedagogy than on the availability of digital tools. Teachers emphasized the need for high-quality professional development and balanced instructional design to reduce overreliance on technology. Overall, this study demonstrates that instructional resilience in rural classrooms depends not on constant connectivity, but on a flexible, balanced approach that integrates both digital and traditional teaching strategies to keep learning moving forward.