Abstract
The researchers sought to find the Agricultural Science teachers’ attitude toward five innovations (Computer-Aided Design, Record Books, E-Mail Career Development Event Registration, and World Wide Web) of information technology. The population for this study consisted of all 333 secondary Agricultural science teachers from Texas FFA Areas V and VI. The potential subjects were identified from the Texas Teachers of Agricultural Science & Technology Directory published by the Texas Education Agency. Demographic and program variables for each respondent were classified as independent. Teachers’ attitude scores for each innovation were classified as the dependent variable. Correlation analysis was used to identify significant relationships, if existing, between independent and dependent variables. Demographic variables analyzed included years of teaching experience, highest level of education, age, gender, grade level taught, membership in the Vocational Agricultural Teachers Association of Texas (VATAS), types of technology training received, and source of technology training. Program variables included location of campus (rural or metro) and number of Agricultural science teachers of campus.
Highlights
Many changes have taken place in Agricultural Education over the past decade, in the area of information technology
Agricultural science teachers attitudes toward five specific innovations of information technology (Computer-Aided Design, Computerized Record Books, E-Mail, Online Career Development Events (CDE) Registration, & World Wide Web (WWW) need to be assessed
Agricultural Science teachers’ attitude toward five innovations (CAD, Record Books, EMail, CDE Registration, WWW) of information technology indicated favorable attitudes toward information technology were identified since mean subscale scores for each innovation were positive
Summary
Many changes have taken place in Agricultural Education over the past decade, in the area of information technology. This change is even more important for Agricultural Science and other Career and Technical Education (CTE) teachers since CTE students are twice as likely to use computers as academic students (Heaviside, 1992). Five specific innovations were identified as information technology used by Agricultural science teachers. Agricultural science teachers attitudes toward five specific innovations of information technology (Computer-Aided Design, Computerized Record Books, E-Mail, Online Career Development Events (CDE) Registration, & World Wide Web (WWW) need to be assessed. The purpose of this study was to assess Agricultural Science teachers’ attitudes toward information technology and determine what relationship, if any, exist between demographic and program variables and teachers’ attitudes
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