Exploring secondary agriscience teachers' and students' use, attitude toward, knowledge, and perceptions of computers and technology tools
Kimberley Ann Miller, Texas A&M University, United States
Doctor of Education, Texas A&M University . Awarded
Computers are an ever changing facet of everyday life; almost all businesses, including schools, are dependent on technology, from research to information delivery. With the rapid advances in computer technology made every year combined with the increasing availability of computers to students, it is important to continually investigate how secondary agriscience teachers' and students' use and view computer technology, both personally and educationally, in order to effectively utilize this advancing educational tool for the benefit of both groups. The purpose of this study was to describe agriscience teachers' and students use, attitude toward, knowledge and perceptions of computers and technology tools in order to better understand how secondary agriscience teachers use computers in their instruction and how agriscience students use computers for school and social purposes. This study explored both teacher and student opinions about school assignments that require computer use and how often both groups utilize the computer for work and entertainment.
The study consisted of three parts. The first part sought to document agriscience teachers access to computers and related technologies and how they utilize computer tools for classroom and student assignments. The second part of the study sought to document computer access of agriscience students to computer tools and software used for both educational and personal reasons, and identify agriscience students' general attitude towards computer technology. The third and final part of the study sought to describe how agriscience students use the Internet and related technologies for school and personal reasons and identify students’ general attitude towards the Internet. Teacher data were collected from teachers in the Southern Region of California. Student data were also collected in the Southern Region of California using random selection of school sites and quota sampling to obtain a sufficient number of student responses. Findings revealed that while teachers and students have access to computers and the Internet, both at home and at school, these groups are not utilizing technology as effectively and regularly as one might believe. In-service training for teachers and additional requirements of student computer and Internet use for school purposes should be considered a priority for increasing efficient use of computers and Internet technologies for educational purposes.
Miller, K.A. Exploring secondary agriscience teachers' and students' use, attitude toward, knowledge, and perceptions of computers and technology tools. Doctor of Education thesis, Texas A&M University.
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