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What is Agriculture Educations Future with Technology?

Cassidy Jernigan

University of Mount Olive

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What is Agriculture Educations Future with Technology?

Laptops, YouTube, and Google; these are three large advancements that have

been made to technology. The question is what can these and many other resources do for

the future of education. Well, in The Future Role of Instructional Technology in

Agricultural Education in North Carolina and Virginia, a 2013 study done by Alston,

Miller, and Williams, the question is addressed by many agriculture educators. Both

states share similar opinions with some exceptions about the future and issues they might

face with the advancement of technology in education.

In the introduction of the paper was where I first noticed a difference between the

two states. North Carolinas plan had the point of making sure technology was used so

that students would be better problem solvers, more productive, and gain skills that

would contribute to being long-term learners and better members of their communities

(Alston, Miller, and Williams, 2003, p.38-39). However, Virginia had more of an

approach to being able to work technology. The plan recognized that teachers must be

trained, support services must be provided, pilot studies must be conducted, equipment

must be updated and maintained (Alston et al., 2003, p.39),. I am uncertain why they

disagree, however I would say that I prefer North Carolinas approach more than

Virginias. In agriculture education students learn life skills that will better prepare them

for the future. North Carolinas plan more reflects that goal.

After the introduction, Table 2 caught my attention. Within Table 2 the two

states means of opinions on the future roles of technology ranging from 1 strongly

disagree to 5 being strongly agree (Alston et al., 2003, p.43). Within this table it reflected
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that for the majority both states had shared opinions. North Carolina and Virginia felt that

technology would impact most of the access teachers have to lesson plans (Alston et al.,

2003, p.43). However they disagreed that FFA CDEs would be conducted via video chat

(Alston et al., 2003, p.43). The only difference in opinion that appeared was on if virtual

simulations would replace the need for live instructional appearances. North Carolina

ranked a 2.45 which is half way between disagree and undecided, where Virginia ranked

it a 2.75 leaning closer to the undecided region (Alston et al., 2003, p.43). Giving the

previous plans both states have for implementing technology, I can see why North

Carolina felt more against this idea. They are concerned more about the students

experiences and how it will develop them for their lives.

Next I looked over Table 3. Here I found that although the states opinion were

around the same area, there was a larger gap in the number compared to the previous

table (Alston et al., 2003, p.45). Nearly every row had a difference in either .20 or .40 in

the mean column (Alston et al., 2003, p.45). This table has the data about the opinions on

what possible ways technology will benefit education. Although unclear on why there

was a bigger gap in the means on this table, I did find it interesting that they all leaned

toward agreeing that all of these are benefits that can occur, including interest of students

will increase and instruction will become more individualized (Alston et al., 2003, p.45).

Last, was Table 4. This table was about the possible barriers that will have to be

faced. North Carolina and Virginia agreed that costs of both software and technology

were a large obstacle and felt that lack of student interest would most likely not be

(Alston et al., 2003, p.47). I personally agree with them. Agriculture education

department already cost a large amount of funding due to the equipment used for hands
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on learning experiences. Adding new types of technology will call for a higher budget. In

addition, I feel that students will be engaged with the technology and that keeping their

interest will not be a large obstacle to face.

In conclusion, I agree with the opinions of the two states. I feel that there are large

benefits to implementing technology into the classrooms. It will allow us to teach topics

and ideas that we might not have had examples of in prior times. Also, it will give

students different options for creating projects. Funding as well as many other things will

be some obstacles that will have to be faced, however they are worth the journey for the

end impact. I cant wait to see what technology will next be there to impact the

classroom.
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References

Alston, A. J., Miller, W. W., & Williams, D. L. (2003). The Future Role Of Instructional

Technology In Agricultural Education In North Carolina And Virginia. Journal of

Agricultural Education, 44(2), 38-49. doi:10.5032/jae.2003.02038