A 10-Year Assessment of Information and Communication Technology Tasks Required in Undergraduate Agriculture Courses

Autor/inn/en	Edgar, Leslie D.; Johnson, Donald M.; Cox, Casandra
Titel	A 10-Year Assessment of Information and Communication Technology Tasks Required in Undergraduate Agriculture Courses
Quelle	In: Computers & Education, 59 (2012) 2, S.741-749 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2012.03.008
Schlagwörter	Computer Graphics; Electronic Mail; Land Grant Universities; Agricultural Education; Computers; Agriculture; Internet; Word Processing; College Faculty; Information Technology; Undergraduate Study; Higher Education; Databases; Spreadsheets; Integrated Learning Systems + Suchen Sie Ihr Suchwort? Computergrafik; Elektronischer Briefkasten; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Digitalrechner; Textverarbeitung; Fakultät; Informationstechnologie; Grundstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Datenbank; Spread sheet; Spredsheets; Spreadsheet; Tabellenkalkulation
Abstract	This study sought to assess required information and communication technology (ICT) tasks in selected undergraduate agriculture courses in a land-grant university during a 10-year period. Selected agriculture faculty members in the fall 1999 (n = 63), 2004 (n = 55), and 2009 (n = 64) semesters were surveyed to determine the ICT tasks they required of students. There were significant (p less than 0.05) increases in the number of required Internet and electronic mail tasks between 1999 and 2009; but no significant changes in the number of word processing, computer graphics, spreadsheet, database, or miscellaneous ICT tasks required over the period. In 1999, three specific tasks (receive electronic mail, search the Internet, and type a lab or project report) were required in more than 50% of courses; in 2009, these three tasks plus three additional tasks (send electronic mail, submit assignments as attached electronic mail files, and use Blackboard[C] to acquire course information) were required in a majority of courses. Faculty with higher levels of self-perceived ICT skills and those teaching higher-level courses tended to require larger and more diverse sets of ICT tasks than other faculty. Course level explained the largest proportion of unique variance in the number of required spreadsheet, word processing, computer graphics, and miscellaneous ICT tasks. Self-perceived ICT skills and course level explained approximately equal amounts of the unique variance in total ICT tasks required. Both the quantity and complexity of ICT in undergraduate agriculture courses should be increased. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10