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This study attempts to determine whether teachers' access to computational thinking (CT) and CT technologies varies by rurality (rural versus urban) of the school county and grade level taught (primary versus secondary). A total of 81 teachers from West Virginia, Georgia, and Oklahoma participated in this survey study. Overall, teachers found CT and CT tools useful and relevant to their teaching and had access to an essential level of technology in schools supporting computational thinking. However, teachers' CT skills and their teaching of CT were limited and varied depending on rurality and grade level. For instance, primary school teachers in rural settings reported significantly lower levels of CT skills than those in urban settings. Findings and implications are discussed.

To overcome the digital divide in West Virginia, schools are urged to integrate emerging information and communication technologies (ICTs) such as Web 2.0 and alternative pedagogies to develop students' twenty-first-century skills. Yet, the potential effects of the digital divide on technology integration have not necessarily been part of planning for professional development programmes. As a first step to identify the potential digital divide between rural and urban school settings, this study examined West Virginian teachers' Web 2.0 access levels--namely, motivation, physical, skills and usage accesses. Analysis of the survey responses from 161 teachers suggested that the divide persisted at physical and usage access levels, signifying teachers' unique needs and conditions for the use of emerging technologies. While teachers' usage access was observed to be a significant factor for their Web 2.0-associated project-based learning, attending professional development programmes seemed to minimally benefit such practices.

Emphasis on 21st Century Skills development has increased expectations on teachers to take advantages of emerging technologies to support student learning. Yet it is not clear whether teachers are well equipped with the necessary skills, support, and positive attitudes toward integrating them in their practices. Even though student-centered teachers are considered receptive to collaborative technologies and likely to use technology meaningfully in teaching, to what extent teaching style influences their Web 2.0 adaption requires further investigation. This study attempts to identify K12 teachers' attitudes toward the use of Web 2.0 technologies in their teaching. 161 teachers from eight middle and high schools in both rural and urban locations of West Virginia participated in this cross sectional survey study. Overall, the findings indicate that while teachers are fairly proficient in their computer and internet skills and have fairly high computer self-efficacy, their workload and a structured and standardized curriculum were inhibitors of Web 2.0 adoption. Age, self-efficacy, workload, and views about Web 2.0 in teaching were observed to be significant factors predicting teachers' likelihood to find Web 2.0 appealing for teaching. Teaching style was not a significant predictor. The findings suggest infrastructural improvements, workload adjustments, and increased professional development opportunities allowing teachers to observe, discuss, and practice Web 2.0 technologies in their particular disciplines.