The Integration and Use of Educational Technology in Indiana’s Secondary Agricultural Education...
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Transcript of The Integration and Use of Educational Technology in Indiana’s Secondary Agricultural Education...
The Integration and Use of Educational Technology in Indiana’s Secondary Agricultural Education Classrooms
Ryan WynkoopDr. Jerry Peters, ChairDr. B. Allen TalbertDr. Levon Esters
Purpose
The purpose of this study was to determine what educational technologies are being integrated and used in Indiana secondary agriculture classrooms, how these technologies are acquired, and what factors influence agriculture teachers to use the technologies.
What is Educational Technology?Various ideas and definitions of
educational technology.
Numerous studies and journals dedicated specifically to educational technology.
Technology is advancing at an exponential pace (Lomas, 2008).
Theory of Diffusion of Innovations
Five categories in which to place a person:
InnovatorEarly AdopterEarly MajorityLate MajorityLaggard
Objectives(1) Describe the demographics of current
Agricultural Science and Business teachers in Indiana’s secondary classrooms.
(2) Determine what educational technologies are being used in Indiana’s secondary agriculture classrooms.
(3) Identify which agriculture classes most often use educational technology and how often the technologies are used in each of the classes.
Objectives Continued
(4) Examine the factors that influence an agriculture teacher to use educational technology.
(5) Determine how educational technology is acquired in the classrooms and where the funding for the technology comes from.
(6) Identify what general issues and concerns exist in acquiring educational technology.
LimitationsOnly conducted in Indiana during
the first semester of the 2010-2011 school year. Technology is advancing rapidly!
Teachers change
Funding issues for K-12 education in Indiana.
The Study• Population
– All Indiana Agriculture Science & Business Instructors who taught agriculture in a high school in Indiana in Fall of 2010 (N=229)
• Mixed-methods survey – Researcher developed using surveys from
reviewed literature• Demographic data (N=148)• Attitudinal scales (N=128)• Open-ended questions (N=130)
Educational Technologies in This Study• Desktop
computer• Laptop computer• LCD projector• Overhead
projector• TV• SMARTboard• DVD Player• VCR
• MP3 Player/iPod• Camcorder (any type)• Digital camera• Webcam• Computer with wired
access (connected to a network/internet via a cable)
• Computer with wireless access (“Wi-Fi”)
Objective 1 Results
GenderMale = 95 (64%)Female = 53 (36%)
Degree EarnedBachelor’s = 73 (49%)Master’s = 74 (50%)
Professional Development Related to Educational Technology
Yes = 114 (77%)No = 34 (23%)
Note. N=148 for all questions
Objective 1 Results
29
24
29
66
Years Taught (N = 148)
1-3 years4-7 years8-12 years13 or more years
Objective 1 Results
92
615
14 21
Schedule Type(N= 148)
Traditional
Block 4
Block 8
Modified Block
Trimester
Objective 1 Results
30
3642
40
Educational Technology Courses Taken
(N=148)
0 1
2 3 or more
Class N %Farm Management 5 3%Advanced Life Science, Foods 11 7%Advanced Life Science, Plants & Soils 15 10%Plant And Soil Science 16 11%Food Science 19 13%Agribusiness Management 29 20%Landscape Management 31 21%Natural Resource Management 36 24%Exploring Agricultural Science and Business
38 26%
Advanced Life Science, Animals 44 30%Horticultural Science 48 33%Agricultural Mechanization 72 49%Animal Science 88 60%
Fundamentals of Agricultural Science and Business
95 65%
Objective 2 ResultsTechnology N % Technology N %
VCR 101 71%Overhead projector 85 59%
Desktop computer 98 69% Laptop computer 75 52%
DVD Player 98 69%Computers with wireless network
access54 38%
Computers with wired
network access97 68% SMARTboard 42 29%
LCD projector 96 67%Camcorder (any
type) 39 27%
TV 94 66% MP3 Player/iPod 23 16%
Digital camera 91 64% Webcam 18 13%
Objective 3 ResultsTwo Technology Categories
Hardware Software
Desktop computerLaptop computerLCD projectorDVD playerTVVCRDigital cameraOverhead projectorSMARTboardCamcorderMP3 playerWebcam
Online videosCAERT.netMyCAERT.comClassroom websiteCSATrackerPodcastsEZ Records
Objective 3 ResultsMost Used Hardware Most Used Software
Desktop Computer (M=3.03)
Online Videos (M=1.29)
Laptop Computer (M=1.59) CAERT.net (M=1.13)
LCD projector (M=2.45) MyCAERT.com (M=1.02)
Least Used Hardware Least Used Software
Webcams (M=0.17) EZ Records (M=0.10)
MP3 players (M=0.30) Podcasts (M=0.18)
Camcorders (M=0.32) CSA Tracker (M=0.45)
0=Never, 1=Rarely, 2=Occasionally, 3=Frequently, 4= Extensively
Objective 4 Results
Five influence factors Anxiety Productivity
(personal) Classroom
Productivity Enthusiasm Gender Bias
Objective 4 ResultsAnxiety N M SD
Working with educational technology makes me feel tense and uncomfortable. 130 2.35 .962Educational technologies frustrate me. 130 2.86 1.025I have avoided the use of educational technologies because they are unfamiliar and somewhat intimidating to me. 130 2.22 1.042*I have a lot of self confidence when it comes to working with educational technologies. 130 2.70 1.001*I feel at ease when I am around educational technologies. 130 2.49 .874
1=Strongly Disagree, 2=Disagree, 3=Undecided, 4=Agree, 5=Strongly Agree*5=Strongly Disagree, 4=Disagree, 3=Undecided, 2=Agree, 1= Strongly Agree
Objective 4 Results
Productivity N M SDThe use of educational technology would increase my productivity
130 4.00 .737
The use of educational technology would help me learn.
130 4.07 .587
Knowing how to use educational technology is a worthwhile skill.
130 4.28 .610
Educational technologies will improve education.
130 4.05 .806
1=Strongly Disagree, 2=Disagree, 3=Undecided, 4=Agree, 5=Strongly Agree
Objective 4 Results
Productivity In The Classroom N M SDEducational technology stimulates creativity in students.
130 4.07 .717
Educational technology would significantly improve the overall quality of my students- education.
130 3.90 .825
Educational technology motivates students. 130 4.00 .768Educational technology should be used in agricultural education.
130 4.35 .619
1=Strongly Disagree, 2=Disagree, 3=Undecided, 4=Agree, 5=Strongly Agree
Objective 4 Results
Enthusiasm N M SDFiguring out problems with educational technology does not appeal to me.
130 2.62 1.07
I think that working with computers would be enjoyable and stimulating.
130 3.87 .761
Educational technologies are not exciting. 130 2.09 .772I enjoy working with educational technology. 130 3.93 .684Learning about educational technology is boring to me.
130 2.28 .900
1=Strongly Disagree, 2=Disagree, 3=Undecided, 4=Agree, 5=Strongly Agree
Objective 4 Results
Gender Bias N M SDI would trust a woman just as much as a man to figure out how to operate educational technology.
130 4.42 .725
I would be just as likely to ask a woman for help with educational technology as a man.
130 4.43 .704
*In general, boys are better than girls at using educational technology.
130 2.93 .950
1=Strongly Disagree, 2=Disagree, 3=Undecided, 4=Agree, 5=Strongly Agree*1=Strongly Agree, 2=Agree, 3=Undecided, 4=Disagree, 5=Strongly Disagree
Objective 4 Results
• Attitudes toward specific technologies– Ease of use:
• SMARTboard and webcam “undecided”(M = 3.12 for both)
• Desktop computer and TV “strongly agree” (M = 4.39 & 4.38, respectively)
– Most useful instructional aides: • LCD projectors (M = 4.52)• Wired networks (M = 4.40)• Desktop computers (M = 4.35)• DVD players (M = 4.35)• Laptop computers (M = 4.22)• Wireless networks (M = 4.14)
7 Attitude Statements1. It is confusing to use.2. It is a useful instructional aide in my
classroom.3. It can be used successfully with courses which
demand creative activities4. It is easy to use5. It is important to learn how to use this
technology.6. Teacher training should include instructional
applications of this technology.7. Using this technology in my classroom is
enjoyable.
Objective 4 Results
Independent Samples T-testNo significant difference between
gender and influence factors.No significant difference between
degree earned and influence factors.
No significant difference between professional development attendance and influence factors
Objective 4 Results
Very LargeSignificant
HighSignificant
ModerateSignificant
Low Significant
Classroom Productivity and Influencers (r = .75)
Productivity and Enthusiasm (r = -.53)
Years Taught and Educational Technology Courses Taken (r = -.34)
Years Taught and Enthusiasm (r = -.11)
Classroom Productivity and Enthusiasm (r = -.58)
Educational Technology Courses Taken and Anxiety (r = -.36)
Years Taught and Gender Bias (r = -.15)
Pearson’s Correlation between Demographics and Influencers
Objective 5 Results
“Where does the funding for educational technology in your room come from?”
Source N=128
Corporation/School Money/General Fund 38Grants/Local Funds/Endowment 28Technology fund 18Perkins/Vocational dollars 15Classroom supply/equipment funds 9FFA fund 9
Objective 6 Results
“What obstacles have you overcome in order to use educational technology in your classroom?”
Obstacle N=128
Cost/Funding 35
Lack of training/knowledge 27
Access/Availability 24
None 16
Time 9
Objective 6 Results“How do your students respond to your use of educational technology in the classroom?”
Response N=128
Enjoy/like/positive attitude 97
Better response/more engaged 8
Mixed attitudes/indifferent 5
Negative 3
Want to use computers 2
Objective 6 Results
“What are some factors that influenced your decision to use educational technology in your classroom?”
Factor N=128Students 28Ease of use 18Availability 18Applicable/Fits into curriculum/lesson 17Convenience, makes life easier 12Time/Efficiency 12
Objective 6 Results“What are some issues and concerns regarding your use of educational technology in your classroom?”
Issue/Concern N = 128
Training/Lack of knowledge 31
Funding/cost 26
Outdated/malfunctioning/unreliable equipment 25
Students (on task, access to content, etc) 16
Availability (not enough) 15
Adoption Category
Difficult to determine which category Indiana’s Agricultural Educators fit.School corporations sometimes dictate
which technologies a teacher must use course management software
Some are innovators to early adoptersMobi boards or “air slates”
Others are extreme laggards
Further ResearchOne study alone should be dedicated to
discovering attitudes, feelings and self-efficacy toward educational technology in general.
Investigate the use of specific technologies in Indiana.
Assess the students’ attitudes toward technology in agriculture classes.
Investigate pre-service teacher training and technology use.
Thank You
What questions do you have?