Teaching with Technology: North Carolina Agriculture Teachers’ Knowledge Acquisition, Attitudes, and Identified Barriers

Abstract

In order for agricultural education teachers to adapt to an ever-changing educational environment, they must possess the skills necessary to integrate technology into their classrooms. The purpose of this study was to examine the factors that influence North Carolina agriculture teachers’ ability to integrate educational technology. This study examined the identification of sources contributing to agriculture teachers’ technological knowledge, their attitudes towards technology integration, and barriers to the inclusion of technology in agriculture classrooms. Agriculture teachers acquired technology skills to a moderate extent from personal trial and error and interaction with other faculty/staff. Teachers felt technology allowed students to be creative, allowed students to access course materials easily, appealed to the learning styles of students, and provided opportunities for individualized instruction. The expense of technology was identified as the greatest barrier to technology integration.