PRESENT AND FUTURE USE OF COMPUTERS IN HIGH SCHOOL PROGRAMS OF VOCATIONAL AGRICULTURE IN THE UNITED STATES AS PERCEIVED BY TEACHERS OF VOCATIONAL AGRICULTURE
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| Publicado en: | ProQuest Dissertations and Theses (1985) |
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ProQuest Dissertations & Theses
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| Acceso en línea: | Citation/Abstract Full Text - PDF |
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| 001 | 303431028 | ||
| 003 | UK-CbPIL | ||
| 020 | |a 979-8-205-83755-2 | ||
| 035 | |a 303431028 | ||
| 045 | 0 | |b d19850101 | |
| 084 | |a 66569 |2 nlm | ||
| 100 | 1 | |a PAULSON, CURTIS EDWARD | |
| 245 | 1 | |a PRESENT AND FUTURE USE OF COMPUTERS IN HIGH SCHOOL PROGRAMS OF VOCATIONAL AGRICULTURE IN THE UNITED STATES AS PERCEIVED BY TEACHERS OF VOCATIONAL AGRICULTURE | |
| 260 | |b ProQuest Dissertations & Theses |c 1985 | ||
| 513 | |a Dissertation/Thesis | ||
| 520 | 3 | |a The purpose of this study was to determine how teachers of vocational agriculture in high schools in the United States utilized computers and how they perceived computers should be used in the future. Five supporting objectives were established. Data were obtained from 238 teachers during the months of August through December, 1984. This was a usable response rate of 55.2 percent from a random sample of 431 teachers. Results. (1) How teachers perceive the value of computers for educational uses is not highly correlated with the time computers are presently being used, the percent of students using computers, reasons why computers are not being used, the length of time computers have been in the department, the manner in which computers are presently being used, or the manner in which computers were introduced. (2) The value given for all ten uses of computers (i.e., Computer-Assisted Instruction, Computer-Assisted Testing, Computer Graphics, Computer-Managed Instruction, Dialogue, Drill and Practice, Games, Interactive-Computer Videodisk, Simulation, and Problem Solving) was calculated to be from "average" to "much." Computer-Managed Instruction was ranked as the most valuable. Games were ranked as the least valuable. (3) Computer-Assisted Instruction, Computer-Managed Instruction, and Problem Solving were the three most frequently given ways of using computers. (4) Teachers suggested management and record keeping as the most important topics to teach using a computer. (5) There was a moderate association between Computer Usage and Amount of Computer Training. (6) One half of the teachers surveyed used computers. (7) Apple and Radio Shack were the most common brands of computers. However, IBM is gaining in popularity. (8) The primary reasons for limited computer use were the lack of money, training, software, and administrative support. (9) The majority of teachers who used computers were instrumental in initiating computer use in their program. (10) Computers will have a significant place in programs of vocational agriculture in the future. (11) While over one-half of the teachers planned to purchase microcomputers within the next five years, only 3.4 percent planned not to do so. | |
| 653 | |a Agricultural education | ||
| 773 | 0 | |t ProQuest Dissertations and Theses |g (1985) | |
| 786 | 0 | |d ProQuest |t ProQuest Dissertations & Theses Global | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/303431028/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/303431028/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |