Information Technology Related Professional Development Needs of Louisiana Agriscience Teachers

Abstract

This study addressed the information technology related professional development needs of Louisiana agriscience teachers. The study found that Louisiana 's agriscience teachers value information technology, however, they have inadequate general and software specific knowledge and shill. This is especially true with the newer technologies such as Internet/World Wide Web, video conferencing, and compressed video. Teachers' perceived that information technology in program and instructional management was of moderate usefulness. The studyfound that, over the past three years, either agriscience teachers have placed less reliance on information technology training offered by universities than by other providers, and/or universities have not offered information technology training desired by teachers. There is a continuing trend toward teachers' dependence on self-directed learning as a primary source of information technology training. Most agriscience teachers have computers available in their office or classroom. However, most do not have the latest information technology resources such as multimedia capabilities, World Wide Web, andelectronic mail. There was a lowpositive relationship between teachers' perceivedvalue of information technology and the following variables: availability of computer technology, whether the teacher teaches at the middle/junior high school level, information technology knowledge and skills, software knowledge and skills, whether school is connected to the Internet, training received on information technology, and participation in the AVA convention. There is a low negative relationship between teachers' perceived value of information technology and four variables, namely, number of state vocational conferences attended age, years teaching experience, and whether the respondent taught at the high school level only.

Factors Related to Technology Integration in Instruction by Marketing Education Teachers

“…However, teachers are using workshops/conferences at a higher level than self-directed learning, which differs from the findings on marketing teachers' computer training reported by Kotrlik, Harrison, Redmann, and Handley (2000).…”

Identifying Technical Content Training Needs of Georgia Agriculture Teachers

“…Joerger's (2002) assessment of two consecutive years of agricultural education graduates listed teaching about technological advancements in agriculture as an important in-service need. Additionally, Kotrlik, Redmann, Harrison, and Handley (2000) reported agriculture teacher inadequacies in general and software specific knowledge and skill.…”

Teaching Experience and Need for Instructional skills

“…Edwards and Briers (1999) and Peiter, Terry and Cartmell (2003), who specifically studied newer teachers, also believed preparation was needed in computerassisted instruction and implementing other new technologies. Joerger (2002), assessment of two consecutive years of agricultural education graduates listed teaching about technological advancements in agriculture as an important in-service need, and Kotrlik, Redmann, Harrison, and Handley (2000) reported about agriculture teacher inadequacies in general and software specific knowledge and skills. In addition to integrating agricultural technology, researchers have reported other technical agriculture competencies needed by agriculture teachers, such as teaching agricultural mechanics, soil science (Baker & Malle, 1995), and biotechnology (Washburn, King, Gartan and Harbstreit, 2001).Developing an effective public relations program was a highly rated in-service need of both beginning and experienced teachers, according to Garton and Chung (1996) and Layfield and Dobbins(2002).…”