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dc.contributor.authorWestfall-Rudd, Donna
dc.contributor.authorDrape, Tiffany A.
dc.contributor.authorDoak, Samuel O.
dc.contributor.authorGuthrie, Joseph
dc.contributor.authorMykerezi, Pavli K.
dc.date.accessioned2018-01-08T17:13:14Z
dc.date.available2018-01-08T17:13:14Z
dc.date.issued2013-03
dc.identifier.issn0149-4910
dc.identifier.urihttp://hdl.handle.net/10919/81609
dc.description.abstractUsing Rogers’ Diffusion of Innovations as a model, the researcher examined technology integration and how the faculty in an Associate’s Degree program chose to integrate technology into the students’ experiences. This case study explored technology integration from a programmatic standpoint using video collection, observations, qualitative interviews and video coding using Noldus Observer©. Video observations were collected on 96 students and two faculty members; interviews were conducted with 10 students, two faculty members and the program director. The data illustrates that faculty are careful when choosing to integrate technology. They consider the priorities of the program leadership team, technology usage in the agriculture industry and students’ comfort with technology when making decisions about integration. The researchers recommend that technology be integrated on a daily basis and be evaluated as a teaching tool; however, technology is not a substitute for an actual teacher.en_US
dc.language.isoen_USen_US
dc.publisherNorth American Colleges and Teachers of Agricultureen_US
dc.titleTechnology Integration in an Agriculture Associate’s Degree Program: A Case Study Guided by Rogers’ Diffusion of Innovationen_US
dc.typeArticle - Refereeden_US
dc.description.notesNorth American Colleges and Teachers of Agriculture Journalen_US
dc.identifier.urlhttp://www.nactateachers.org/attachments/article/2048/1%20NACTA%20Journal%20March%202013.pdf
dc.title.serialNACTA Journalen_US
dc.identifier.volume57en_US
dc.identifier.issue1en_US


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