Oregon's secondary agricultural education teachers' level of computer-based technology integration, perceptions of barriers to computer-based technology integration, and the relationship to learning styles.

摘要

The focus of this research was to examine the relationship between the Oregon secondary agricultural education teachers' level of computer-based technology integration, perceptions of barriers to computer-based technology integration, and learning style preferences. Additionally the correlational analysis of the level of computer-based technology integration and the following demographic variables was conducted: (a) age, (b) gender, (c) education level, (d) years of teaching, (e) school size, (f) high-speed Internet at home, and (g) computer at home. The data were collected during the 2006--2007 academic school year.;The research indicated that the Oregon agricultural education teachers were most active in the phase of adoption---using computer-based technology and least active in the area of experimentation---beginning to use computer-based technology. Over two-thirds (67.8%) of the teachers identified type 3---common sense learning as their preferred learning type, while the fewest number of teachers (8.5%) identified with type 4---dynamic learning preferences. The teachers perceived the greatest barriers to computer-based technology integration were the financial costs associated with computer hardware and software and availability of computers for use in their teaching practices. Teachers disagreed with the identification of barriers that represented interest, ability, and support as being prohibitive factors to computer-based technology integration for themselves and their students.;No significant relationships were found in the examination of the teacher's level of computer-based technology integration, the teacher's perception of barriers to integration, and the teacher's preferred learning style. Examination of the teachers' perceptions of barriers to computer-based technology integration and preferred learning style failed to produce a significant relationship. Correlational analysis of the level of computer-based technology integration and selected demographic variables also failed to produce a significant relationship and degree of correlation.;The research instruments consisted of a researcher-developed Barriers to Computer-based Technology Integration survey, the Kotrlik/Redmann Technology Integration Scale (KRTIS), and the Learning Types Measure (LTM). Data were collected utilizing two questionnaires, each at a different time period during the school year. The data were analyzed using descriptive and correlational research techniques. The response rate for the study was 97.5%.