Ryan Wynkoop Dr Jerry Peters Chair Dr B Allen Talbert Dr Levon Esters Purpose The purpose of this study was to determine what educational technologies are being integrated and used in Indiana ID: 783405
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Slide1
The Integration and Use of Educational Technology in Indiana’s Secondary Agricultural Education Classrooms
Ryan Wynkoop
Dr. Jerry Peters, Chair
Dr. B. Allen Talbert
Dr. Levon Esters
Slide2Purpose
The purpose of this study was to determine what educational technologies are being integrated and used in Indiana
secondary agriculture
classrooms, how these technologies are acquired, and what factors influence agriculture teachers to use the technologies.
Slide3What is Educational Technology?Various ideas and definitions of educational technology.
Numerous studies and journals dedicated specifically to educational technology.
Technology is advancing at an exponential pace (Lomas, 2008).
Slide4Theory of Diffusion of InnovationsFive categories in which to place a person:Innovator
Early Adopter
Early Majority
Late Majority
Laggard
Slide5Objectives(1) Describe the demographics of current Agricultural Science and Business teachers in Indiana’s secondary classrooms.
(2) Determine what educational technologies are being used in Indiana’s secondary agriculture classrooms.
(3) Identify which agriculture classes most often use educational technology and how often the technologies are used in each of the classes.
Slide6Objectives Continued(4) Examine the factors that influence an agriculture teacher to use educational technology.
(5) Determine how educational technology is acquired in the classrooms and where the funding for the technology comes from.
(6) Identify what general issues and concerns exist in acquiring educational technology.
Slide7LimitationsOnly conducted in Indiana during the first semester of the 2010-2011 school year.Technology is advancing rapidly!Teachers change
Funding issues for K-12 education in Indiana.
Slide8The StudyPopulationAll Indiana Agriculture Science & Business Instructors who taught agriculture in a high school in Indiana in Fall of 2010 (N=229)
Mixed-methods survey
Researcher developed using surveys from reviewed literature
Demographic data (N=148)
Attitudinal scales (N=128)
Open-ended questions (N=130)
Slide9Educational Technologies in This StudyDesktop computerLaptop computer
LCD projector
Overhead projector
TV
SMARTboard
DVD Player
VCR
MP3 Player/iPod
Camcorder (any type)
Digital camera
Webcam
Computer with wired access (connected to a network/internet via a cable)
Computer with wireless access (“Wi-Fi”)
Slide10Objective 1 ResultsGenderMale = 95 (64%)
Female = 53 (36%)
Degree Earned
Bachelor’s = 73 (49%)
Master’s = 74 (50%)
Professional Development Related to Educational Technology
Yes = 114 (77%)
No = 34 (23%)
Note. N=148 for all questions
Slide11Objective 1 Results
Slide12Objective 1 Results
Slide13Objective 1 Results
Slide14Class
N
%
Farm Management
5
3%
Advanced Life Science, Foods
11
7%
Advanced Life Science, Plants & Soils
15
10%
Plant And Soil Science
16
11%
Food Science
19
13%
Agribusiness Management
29
20%
Landscape Management
31
21%
Natural Resource Management
36
24%
Exploring Agricultural Science and Business
38
26%
Advanced Life Science, Animals
44
30%
Horticultural Science
48
33%
Agricultural Mechanization
72
49%
Animal Science
88
60%
Fundamentals of Agricultural Science and Business
95
65%
Slide15Objective 2 Results
Technology
N
%
Technology
N
%
VCR
101
71%
Overhead projector
85
59%
Desktop computer
98
69%
Laptop computer
75
52%
DVD Player
98
69%
Computers with wireless network access
54
38%
Computers with wired network access
97
68%
SMARTboard
42
29%
LCD projector
96
67%
Camcorder (any type)
39
27%
TV
94
66%
MP3 Player/iPod
23
16%
Digital camera
91
64%
Webcam
18
13%
Slide16Objective 3 ResultsTwo Technology Categories
Hardware
Software
Desktop computer
Laptop computer
LCD projector
DVD player
TV
VCR
Digital camera
Overhead projector
SMARTboard
Camcorder
MP3 player
Webcam
Online videos
CAERT.net
MyCAERT.com
Classroom website
CSATracker
Podcasts
EZ Records
Slide17Objective 3 ResultsMost Used
Hardware
Most Used Software
Desktop Computer (M=3.03)
Online Videos (M=1.29)
Laptop Computer (M=1.59)
CAERT.net (M=1.13)
LCD projector (M=2.45)
MyCAERT.com (M=1.02)
Least Used
Hardware
Least Used Software
Webcams (M=0.17)
EZ Records (M=0.10)
MP3 players (M=0.30)
Podcasts (M=0.18)
Camcorders (M=0.32)
CSA Tracker (M=0.45)
0=Never, 1=Rarely, 2=Occasionally, 3=Frequently, 4= Extensively
Slide18Objective 4 ResultsFive influence factorsAnxietyProductivity (personal)
Classroom Productivity
Enthusiasm
Gender Bias
Slide19Objective 4 Results
Anxiety
N
M
SD
Working with educational technology makes me feel tense and uncomfortable.
130
2.35
.962
Educational technologies frustrate me.
130
2.86
1.025
I have avoided the use of educational technologies because they are unfamiliar and somewhat intimidating to me.
130
2.22
1.042
*I have a lot of self confidence when it comes to working with educational technologies.
130
2.70
1.001
*I feel at ease when I am around educational technologies.
130
2.49
.874
1=Strongly Disagree, 2=Disagree, 3=Undecided, 4=Agree, 5=Strongly Agree
*5=Strongly Disagree, 4=Disagree, 3=Undecided, 2=Agree, 1= Strongly Agree
Slide20Objective 4 Results
Productivity
N
M
SD
The use of educational technology would increase my productivity
130
4.00
.737
The use of educational technology would help me learn.
130
4.07
.587
Knowing how to use educational technology is a worthwhile skill.
130
4.28
.610
Educational technologies will improve education.
130
4.05
.806
1=Strongly Disagree, 2=Disagree, 3=Undecided, 4=Agree, 5=Strongly Agree
Slide21Objective 4 ResultsProductivity In The Classroom
N
M
SD
Educational technology stimulates creativity in students.
130
4.07
.717
Educational technology would significantly improve the overall quality of my students- education.
130
3.90
.825
Educational technology motivates students
.
130
4.00
.768
Educational technology should be used in agricultural education.
130
4.35
.619
1=Strongly Disagree, 2=Disagree, 3=Undecided, 4=Agree, 5=Strongly Agree
Slide22Objective 4 ResultsEnthusiasm
N
M
SD
Figuring out problems with educational technology does not appeal to me.
130
2.62
1.07
I think that working with computers would be enjoyable and stimulating.
130
3.87
.761
Educational technologies are not exciting.
130
2.09
.772
I enjoy working with educational technology.
130
3.93
.684
Learning about educational technology is boring to me.
130
2.28
.900
1=Strongly Disagree, 2=Disagree, 3=Undecided, 4=Agree, 5=Strongly Agree
Slide23Objective 4 ResultsGender Bias
N
M
SD
I would trust a woman just as much as a man to figure out how to operate educational technology.
130
4.42
.725
I would be just as likely to ask a woman for help with educational technology as a man.
130
4.43
.704
*In general, boys are better than girls at using educational technology.
130
2.93
.950
1=Strongly Disagree, 2=Disagree, 3=Undecided, 4=Agree, 5=Strongly Agree
*1=Strongly Agree, 2=Agree, 3=Undecided, 4=Disagree, 5=Strongly Disagree
Slide24Objective 4 ResultsAttitudes toward specific technologiesEase of use:
SMARTboard
and webcam “undecided”(M = 3.12 for both)
Desktop computer and TV “strongly agree” (M = 4.39 & 4.38, respectively)
Most useful instructional aides:
LCD projectors (M = 4.52)
Wired networks (M = 4.40)
Desktop computers (M = 4.35)
DVD players (M = 4.35)
Laptop computers (M = 4.22)
Wireless networks (M = 4.14)
7 Attitude Statements
It is confusing to use.
It is a useful instructional aide in my classroom.
It can be used successfully with courses which demand creative activities
It is easy to use
It is important to learn how to use this technology.
Teacher training should include instructional applications of this technology.
Using this technology in my classroom is enjoyable.
Slide25Objective 4 ResultsIndependent Samples T-testNo significant difference between gender and influence factors.No significant difference between degree earned and influence factors.No significant difference between professional development attendance and influence factors
Slide26Objective 4 ResultsVery LargeSignificant
High
Significant
Moderate
Significant
Low
Significant
Classroom Productivity
and Influencers
(
r
= .75)
Productivity
and Enthusiasm
(
r
= -.53)
Years Taught and Educational Technology Courses Taken (
r
= -.34)
Years Taught and Enthusiasm
(
r
= -.11)
Classroom Productivity and Enthusiasm
(
r
= -.58)
Educational Technology Courses Taken and Anxiety
(
r
= -.36)
Years Taught and Gender Bias
(
r
= -.15)
Pearson’s Correlation between Demographics and Influencers
Slide27Objective 5 Results“Where does the funding for educational technology in your room come from?”
Source
N=128
Corporation/School Money/General Fund
38
Grants/Local Funds/Endowment
28
Technology
fund
18
Perkins/Vocational dollars
15
Classroom supply/equipment funds
9
FFA fund
9
Slide28Objective 6 Results“What obstacles have you overcome in order to use educational technology in your classroom?”
Obstacle
N=128
Cost/Funding
35
Lack of training/knowledge
27
Access/Availability
24
None
16
Time
9
Slide29Objective 6 Results“How do your students respond to your use of educational technology in the classroom?”
Response
N=128
Enjoy/like/positive
attitude
97
Better response/more engaged
8
Mixed attitudes/indifferent
5
Negative
3
Want to use computers
2
Slide30Objective 6 Results“What are some factors that influenced your decision to use educational technology in your classroom?”
Factor
N=128
Students
28
Ease of use
18
Availability
18
Applicable/Fits into curriculum/lesson
17
Convenience, makes life easier
12
Time/Efficiency
12
Slide31Objective 6 Results“What are some issues and concerns regarding your use of educational technology in your classroom?”
Issue/Concern
N
= 128
Training/Lack
of
knowledge
31
Funding/cost
26
Outdated/malfunctioning/unreliable equipment
25
Students (on task, access to content, etc)
16
Availability (not enough)
15
Slide32Adoption CategoryDifficult to determine which category Indiana’s Agricultural Educators fit.School corporations sometimes dictate which technologies a teacher must use course management softwareSome are innovators to early adopters
Mobi
boards or “air slates”
Others are extreme laggards
Slide33Further ResearchOne study alone should be dedicated to discovering attitudes, feelings and self-efficacy toward educational technology in general.Investigate the use of specific technologies in Indiana.Assess the students’ attitudes toward technology in agriculture classes.Investigate pre-service teacher training and technology use.
Slide34Thank You
What questions do you have?