An increase in the use of online technology among adolescents has influenced their sense of connectedness in various ways. Some studies suggest that there are positive aspects of online technology, especially in providing opportunities for youth to develop and maintain a sense of connectedness in an online environment, while other studies suggest that young people's use of online technology creates the opposite and leads to feelings of loneliness, depression and social anxiety, and creates mental health challenges among adolescents. Although a substantial number of studies suggests that young people stay in the digital landscape for social activities, there have been few studies that have addressed its effects on feelings of connectedness and mental health. This study reports the findings of a systematic review of recent research addressing the associations between adolescents' sense of social connectedness and Internet technology use. Adolescents are becoming accustomed to technology and remaining in the virtual playground in part to experience the positive reinforcement of social connections. Although Internet technology might provide additional opportunities for adolescents to seek emotional connection with friends and school, this study suggests that real-life social skills are still a necessary foundation for them to use technology in a beneficial way. Taken collectively, the articles reviewed suggest that adults who interact with youth should incorporate Internet technology into their work, and consider the development of a digital landscape to promote adolescents' social connectedness.

The purpose of this mixed-methods study was to identify the required competencies and traits of successful agricultural science teachers. Data was collected from focus groups of agricultural science teachers and a content analysis of existing research. Results identified 47 unique traits or competencies that were divided into the categories of Instruction; Student Organization; Supervised Experience; Program Planning and Management; School and Community Relations; Personal Traits; and Professionalism. One newly discovered competency, "working with diverse groups," transcended categories. A model depicting the traits and competencies was developed.

The purpose of this study was to determine the strengths, weaknesses, opportunities, and threats associated with using distance education (DE) technologies in the College of Agriculture and Life Sciences at Texas A&M University from the perspective of administrators, faculty, and professional support staff. Rogers ' Diffusion of Innovation (1995) served as the theoretical underpinnings for the study. Qualitative research (naturalistic inquiry) was employed and the constant comparative method was used for data analysis (Lincoln & Guba, 1985). Analysis revealed that respondents perceived various organizational strengths and recognized the opportunity to utilize DE technologies to improve instruction and reach new audiences through collaboration and new courses/programs. A need was expressed to expand policies/procedures to address critical issues (i.e., incentives, support, training, quality control, careers, and communication channels). Competition, dependency on outside assistance, and misinformation on the Internet were perceived as organizational threats. Based on Rogers ' attributes (1995), the rate of adoption of DE technologies could be enhanced through revised policies/procedures and the development of strategies to address critical issues. (Vision 2020, p. 5). This vision includes advances in information technology strategies and infrastructure, to "increase to 50 percent the proportion of the master's population enrolled in distance and other non-traditional master's offerings" (p. 24). As these programs are implemented, the determination of administrative, faculty, and professional support staff perceptions, concerns, and interests regarding distance education (DE) technologies will be crucial. This understanding can facilitate the diffision of DE

The purpose of this study was