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Ryan Wynkoop Dr. Jerry Peters, Chair Dr. B. Allen Talbert Dr. Levon Esters

The Integration and Use of Educational Technology in Indiana’s Secondary Agricultural Education Classrooms. Ryan Wynkoop Dr. Jerry Peters, Chair Dr. B. Allen Talbert Dr. Levon Esters. Purpose.

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Ryan Wynkoop Dr. Jerry Peters, Chair Dr. B. Allen Talbert Dr. Levon Esters

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  1. The Integration and Use of Educational Technology in Indiana’s Secondary Agricultural Education Classrooms Ryan Wynkoop Dr. Jerry Peters, Chair Dr. B. Allen Talbert Dr. Levon Esters

  2. 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.

  3. 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).

  4. Theory of Diffusion of Innovations Five categories in which to place a person: Innovator Early Adopter Early Majority Late Majority Laggard

  5. 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.

  6. 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.

  7. Limitations • Only 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.

  8. 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)

  9. 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”)

  10. Objective 1 Results • Degree Earned • Bachelor’s = 73 (49%) • Master’s = 74 (50%) Gender Male = 95 (64%) Female = 53 (36%) • Professional Development Related to Educational Technology • Yes = 114 (77%) • No = 34 (23%) Note. N=148 for all questions

  11. Objective 1 Results

  12. Objective1 Results

  13. Objective 1 Results

  14. Objective 2 Results

  15. Objective 3 Results Two Technology Categories

  16. Objective 3 Results 0=Never, 1=Rarely, 2=Occasionally, 3=Frequently, 4= Extensively

  17. Objective 4 Results Five influence factors • Anxiety • Productivity (personal) • Classroom Productivity • Enthusiasm • Gender Bias

  18. Objective 4 Results 1=Strongly Disagree, 2=Disagree, 3=Undecided, 4=Agree, 5=Strongly Agree *5=Strongly Disagree, 4=Disagree, 3=Undecided, 2=Agree, 1= Strongly Agree

  19. Objective 4 Results 1=Strongly Disagree, 2=Disagree, 3=Undecided, 4=Agree, 5=Strongly Agree

  20. Objective 4 Results 1=Strongly Disagree, 2=Disagree, 3=Undecided, 4=Agree, 5=Strongly Agree

  21. Objective 4 Results 1=Strongly Disagree, 2=Disagree, 3=Undecided, 4=Agree, 5=Strongly Agree

  22. Objective 4 Results 1=Strongly Disagree, 2=Disagree, 3=Undecided, 4=Agree, 5=Strongly Agree *1=Strongly Agree, 2=Agree, 3=Undecided, 4=Disagree, 5=Strongly Disagree

  23. Objective 4 Results 7 Attitude Statements It is confusing to use. It is a useful instructional aide in my classroom. It can be used successfully with courses which demand creative activities It is easy to use It is important to learn how to use this technology. Teacher training should include instructional applications of this technology. Using this technology in my classroom is enjoyable. • 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)

  24. Objective 4 Results • Independent Samples T-test • No 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

  25. Objective 4 Results Pearson’s Correlation between Demographics and Influencers

  26. Objective 5 Results “Where does the funding for educational technology in your room come from?”

  27. Objective 6 Results “What obstacles have you overcome in order to use educational technology in your classroom?”

  28. Objective 6 Results “How do your students respond to your use of educational technology in the classroom?”

  29. Objective 6 Results “What are some factors that influenced your decision to use educational technology in your classroom?”

  30. Objective 6 Results “What are some issues and concerns regarding your use of educational technology in your classroom?”

  31. 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 adopters • Mobi boards or “air slates” • Others are extreme laggards

  32. Further Research • One 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.

  33. Thank You What questions do you have?

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