The integration and use of educational technology in Indiana's secondary agricultural education classrooms
Abstract
Educational technology such as computers, the internet, and other peripherals such as SMARTboards and MP3 players can improve how students perform in the classroom. However, the amount of time and knowledge required to integrate these technologies into a classroom is sometimes difficult for the teacher. The purpose of this study was to determine what educational technologies are being integrated and used in Indiana agriculture classrooms, how these technologies are acquired, and what factors influence agriculture teachers to use the technologies. The findings revealed that the technologies most commonly used in Indiana's secondary agricultural classrooms are the desktop and/or laptop computer, LCD projector, and DVD player/TV. However, some teachers are using newer technologies such as iPods, video cameras, and SMARTboards. These technologies were most commonly acquired through the school's general fund or with funds from their FFA chapter. The findings indicated that funding is a significant barrier to educational technology integration. Influencers such as enthusiasm, anxiety, productivity, productivity in the classroom and gender bias were studied. There was evidence to suggest that the teachers' enthusiasm influenced how they view the productivity of technology. It was found that gender, professional development, and degree earned did not have a significant impact on the influencers. Funding and lack of knowledge about educational technology were the primary reasons for a lack of technology integration in Indiana's agriculture classrooms.
Degree
M.S.
Advisors
Peters, Purdue University.
Subject Area
Agricultural education|Secondary education|Educational technology
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