West Virginia agricultural educators’ usage of Internet-based instructional technology

Abstract

Technology is vital to American education. Each year schools spend millions of dollars on various technologies intended for use in classrooms, but research shows over a third of this equipment goes unused. This study explores how West Virginia agricultural educators make decisions about adopting and integrating internet-based technology into their classrooms. Results showed educators were most likely to use learning management systems and search engines, and least likely to use websites, apps, games, and the online curriculum platform iCEV. Educators integrated technology into their classrooms primarily by using it to provide and review lesson content with classes. Less common uses included introducing, activating, and assessing learning.