Volume 41 - Number 1 - 2000 | DOI: 10.5032/jae.2000.01018
This study addressed the information technology related professional development needs of Louisiana agriscience teachers. The study found that Louisiana 's agriscience teachers value information technology, however, they have inadequate general and software specific knowledge and shill. This is especially true with the newer technologies such as Internet/World Wide Web, video conferencing, and compressed video. Teachers' perceived that information technology in program and instructional management was of moderate usefulness. The studyfound that, over the past three years, either agriscience teachers have placed less reliance on information technology training offered by universities than by other providers, and/or universities have not offered information technology training desired by teachers. There is a continuing trend toward teachers' dependence on self-directed learning as a primary source of information technology training. Most agriscience teachers have computers available in their office or classroom. However, most do not have the latest information technology resources such as multimedia capabilities, World Wide Web, andelectronic mail. There was a lowpositive relationship between teachers' perceivedvalue of information technology and the following variables: availability of computer technology, whether the teacher teaches at the middle/junior high school level, information technology knowledge and skills, software knowledge and skills, whether school is connected to the Internet, training received on information technology, and participation in the AVA convention. There is a low negative relationship between teachers' perceived value of information technology and four variables, namely, number of state vocational conferences attended age, years teaching experience, and whether the respondent taught at the high school level only.