Volume 44 - Number 3 - 2003 | DOI: 10.5032/jae.2003.03078



The purpose of this study was to determine how technology was being integrated in the teaching/learning process in secondary agriscience education programs for four distinct and independent phases: Exploration, Experimentation, Adoption, and Advanced Integration. The study was based on the Kotrlik-Redmann Technology Integration ModelĀ©. The phases in which agriscience teachers are most active are exploration of the potential of using technology in the teaching/learning process, and adopting technology for regular use in instruction; however, they are functioning at a moderate level in both phases. They are not very active in the experimentation phase or in the advanced integration phase. Moderate barriers exist that prevent teachers from integrating technology into the teaching/learning process. Generally, agriscience teachers perceive that they are good teachers, although some have doubts. Agriscience teachers are experiencing a moderate level of technology anxiety. Teachers continue to use traditional sources for their technology training. Teachers' perceptions of barriers to the integration of technology, their technology anxiety, and their perceptions of their own teaching effectiveness are strong predictors of the extent to which agriscience teachers integrate technology in the teaching/learning process.

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