Knowledge and Perceptions of Agricultural Communications Pilot Curriculum in Arkansas Secondary Agricultural Classrooms

Calico, Carley; Edgar, Leslie D.; Edgar, Don W.; Johnson, Don M.

doi:10.4148/1051-0834.1090

Cited by 2 publications

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“…However, agricultural communications curriculum in secondary programs is largely nonexistent, despite Akers et al's (2001) plea more than a decade ago and the National FFA Organization hosting the agricultural communications CDE since 1999. It has been difficult for secondary agriculture teachers to integrate agricultural communications curriculum into their courses, because they largely lack skills and competencies in these areas (Calico et al, 2013b;Calico et al, 2014). Therefore, the Visual Communications on the Road in Arkansas: Creative Photo and Video Projects to Promote Agriculture program was created to meet the needs of agricultural communications curriculum integration into secondary agriculture programs.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

“…Currently, little agricultural communications curriculum exists in secondary school programs (Erica Irlbeck, personal communication, October 14, 2012) with only two states formally offering secondary agricultural communication courses. By teaching high school students' communications and technology skills, they learn valuable skills while supporting and promoting the agricultural industry (Calico et al, 2013a;Calico et al, 2014;Hayward & Benson, 1993).…”

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confidence: 99%

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Knowledge and Perceptions of Visual Communications Curriculum in Arkansas Secondary Agricultural Classrooms: A Closer Look at Experiential Learning Integrations

Pennington¹,

Calico²,

Edgar³

et al. 2015

JAE

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The University of Arkansas developed and integrated visual communications curriculum related to agricultural communications into secondary agricultural programs throughout the state. The curriculum was developed, pilot tested, revised, and implemented by selected secondary agriculture teachers. The primary purpose of this study was to evaluate students' knowledge prior to the program, after the curriculum was taught, and after participation in a day-long experiential learning activity utilizing skills and competencies taught in the curriculum. This study also assessed students' perceptions of the program and application of skills and competencies learned in the curriculum through a content analysis of short promotional videos created in the program. Eleven schools participated in the study with 106 students represented. Analysis of student test scores noted a significant effect between pre-, post-, and/or delayed-post scores for each curriculum unit (photography, writing, and videography). Overall, students had positive perceptions of the curriculum and the experiential (mobile classroom) learning activity. The content analysis noted that students were able to apply skills and competencies taught in the curriculum through short promotional videos about agriculture. This study found that the curriculum was successful in increasing student knowledge of visual communications as it relates

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Section: Conclusion and Recommendationsmentioning

confidence: 99%

mentioning

confidence: 99%