The Integration and Use of Educational Technology in Indiana’s Secondary Agricultural Education Classrooms

Ryan WynkoopDr. Jerry Peters, ChairDr. B. Allen TalbertDr. Levon Esters

PurposeThe 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 InnovationsFive 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 ResultsGender

Male = 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

2924

29

66

Years Taught (N = 148)1-3 years4-7 years8-12 years13 or more years

Objective 1 Results

926

15

14 21

Schedule Type(N= 148) Traditional

Block 4Block 8Modified BlockTrimester

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 SoftwareDesktop computerLaptop computerLCD projectorDVD playerTVVCRDigital cameraOverhead projectorSMARTboardCamcorderMP3 playerWebcam

Online videosCAERT.netMyCAERT.comClassroom websiteCSATrackerPodcastsEZ Records

Objective 3 ResultsMost Used Hardware Most Used SoftwareDesktop 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 SoftwareWebcams (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 ResultsProductivity In The Classroom N M SD

Educational 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 ResultsIndependent 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

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=128Corporation/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=128Cost/Funding 35Lack of training/knowledge 27Access/Availability 24None 16Time 9

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

Response N=128Enjoy/like/positive attitude 97Better response/more engaged 8Mixed attitudes/indifferent 5Negative 3Want 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 = 128Training/Lack of knowledge 31Funding/cost 26Outdated/malfunctioning/unreliable equipment 25Students (on task, access to content, etc) 16Availability (not enough) 15

Adoption CategoryDifficult 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?