The Role of Computers in Vocational Agriculture Instruction.

Autor/inn/en	Neason, Anna Beth; Miller, W. Wade
Titel	The Role of Computers in Vocational Agriculture Instruction.
Quelle	(1982), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Agricultural Education; Attitude Change; Computer Assisted Instruction; Computer Literacy; Computer Oriented Programs; Computer Programs; Guidelines; Instructional Materials; Material Development; Problems; Programed Instruction; Programing; Secondary Education; Teacher Attitudes; Teacher Role; Teaching Methods; Vocational Education + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Attitudinal change; Einstellungsänderung; Computer based training; Computerunterstützter Unterricht; Computerkenntnisse; Computerprogramm; Computer program; Computer programme; Richtlinien; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrmaterialentwicklung; Problemsituation; Sekundarbereich; Lehrerverhalten; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Berufsbildung
Abstract	Although computerized instruction has been used in various educational areas for years, agricultural educators only recently started to consider its use in secondary vocational agricultural programs. Of the three roles possible for computerized instruction (CI)--tutor, tool, and tutee--only the tool role can be implemented profitably in agricultural education at present. CI can be used in its tool role because the software available for vocational agriculture is oriented toward use in agricultural industry. These programs are tools for record keeping or management decision making. The use of agricultural industrial software increases students' computer literacy and their ability to use similar programs upon employment. Computer tools reduce computational time needed for problem solving, leaving students free to focus upon subject problems rather than concentrating on mathematics computations. Implementation of CI faces problems in the areas of hardware systems, teacher training and attitudes, and software quality. Solutions to the hardware problems will come from the computer industry, but teacher training programs must prepare teachers to use all forms of CI in their teaching and overcome prevalent negative attitudes. In addition, teachers must be involved in preparing software for classroom use because computer programers are not attuned to instructional processes. Solving these three problems will be the next step for successful integration of computerized instruction into secondary vocational agricultural programs. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01