Virtual mentoring in agricultural education: Describing digital literacy, technology self-efficacy, and attitudes toward technology of secondary agricultural educators

Abstract

Digital literacy, technology self-efficacy, and attitude toward technology play an impactful role in the life of teachers. Proficiency in digital literacy and technology self-efficacy, along with a positive attitude toward technology, can predict and shape an educator's capacity to implement best practices for teaching and learning with technology. This study examined the effects of participation in a virtual mentoring program on the digital literacy, technology self-efficacy, and attitude toward technology of secondary agriculture teachers. We found secondary agriculture teachers who had participated in a virtual mentoring program exhibited higher overall digital literacy levels and technology self-efficacy levels than those secondary agriculture teachers who had not participated in a virtual mentoring program. Pragmatic implications include a defined opportunity for agricultural education leaders to develop appropriate and beneficial tools and materials to assist in-service agriculture teachers in developing digital literacy skills, technology self-efficacy skills, and a positive attitude toward technology. Recommendations for future research include examining different means of establishing virtual mentoring relationships between secondary agriculture teachers and exploring virtual professional development opportunities designed to help educators develop digital literacy, technology self-efficacy, and a positive attitude toward technology.