Factors Underlying Agriculture Teachers' Attitude Toward Using Microcomputers For In-Service Education

Abstract

Norval L. McCaslin, Associate ProfessorRobert M. Torres. Graduate AssociateAgriculture teachers are facing rapid changes in both the knowledge base andtechnology available to help them work with young people and adults. Cetron and Davies(1989) indicated that the present level of technical knowledge will represent only onepercent of the knowledge that will be available in 2050. Advances in technology such ascomputers, lasers, and robots will open many new avenues for providing and enhancinginnovative ways of teaching. These technological changes will have a dramatic impact onagricultural education, including the way teacher educators deliver in-service education.One way that technology can impact in-service education is through the interactivecapability of microcomputers, namely electronic mail and computer conferencing. Nortonand Stammen (1990) described computer conferencing as an innovative form of in-servicetraining that addresses many barriers agriculture teachers face when attempts are made totake college courses to further their education.Such barriers include demands of work andfamily, long commutes to class, and conflicts with time schedules. Martin & Lundstrom(1988) suggested that attitudes toward educational technology can play an important rolein the acceptance of an innovation such as microcomputers.Fishbein and Ajzen (1975) proposed that attitudes are necessary precursors tochanging behaviors. This theoretical structure or conceptual framework assumes a causalchain linking beliefs, formed on the basis of available information, to the person’sattitude; beliefs and attitudes to intentions; and intentions to behaviors. It is necessary todistinguish among beliefs, attitudes, intentions, and behaviors and consider therelationships among the variables.In terms of the relationship between beliefs andattitudes, the conceptual framework suggests that a person’s attitude toward some object isrelated to the set of his/her beliefs about that object, but not necessarily to a specificbelief. Additionally, attitudes toward an object are viewed as being related to the person’sintention to perform a variety of behaviors with respect to that object. Fishbein andAjzen also indicated that . .attitude is viewed as one major determinant of the person’sintention to perform the behavior in question” (p. 16). If teacher educators are to usemicrocomputers for supplementing in-service educational programs, it is important forthem to know agriculture teachers’ attitude toward this technology prior to its use.Several studies (Birkenholz & Stewart, 1991; Miller & Kotrlik. 1987; Malpiedi B and Raven & Welton, 1989) have examined the use of microcomputers inagricultural education programs.None of these studies examined the factors underlyingagriculture teachers’ attitude toward the use of microcomputers for enhancing in-serviceprograms.Teacher educators lack information regarding the factors underlying the attitudeagriculture teachers have toward using microcomputers to supplement in-serviceeducation. Information is unavailable regarding the proportion of variance in the attitudetoward microcomputers that these underlying factors explain. Teacher educators need toknow what information regarding these factors they should collect and use as they plan,design, and implement in-service programs.Fall 1992 47