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Cassidy Jernigan
Laptops, YouTube, and Google; these are three large advancements that have
been made to technology. The question is what can these and many other resources do for
Agricultural Education in North Carolina and Virginia, a 2013 study done by Alston,
Miller, and Williams, the question is addressed by many agriculture educators. Both
states share similar opinions with some exceptions about the future and issues they might
In the introduction of the paper was where I first noticed a difference between the
two states. North Carolinas plan had the point of making sure technology was used so
that students would be better problem solvers, more productive, and gain skills that
would contribute to being long-term learners and better members of their communities
(Alston, Miller, and Williams, 2003, p.38-39). However, Virginia had more of an
approach to being able to work technology. The plan recognized that teachers must be
trained, support services must be provided, pilot studies must be conducted, equipment
must be updated and maintained (Alston et al., 2003, p.39),. I am uncertain why they
disagree, however I would say that I prefer North Carolinas approach more than
Virginias. In agriculture education students learn life skills that will better prepare them
for the future. North Carolinas plan more reflects that goal.
After the introduction, Table 2 caught my attention. Within Table 2 the two
states means of opinions on the future roles of technology ranging from 1 strongly
disagree to 5 being strongly agree (Alston et al., 2003, p.43). Within this table it reflected
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that for the majority both states had shared opinions. North Carolina and Virginia felt that
technology would impact most of the access teachers have to lesson plans (Alston et al.,
2003, p.43). However they disagreed that FFA CDEs would be conducted via video chat
(Alston et al., 2003, p.43). The only difference in opinion that appeared was on if virtual
simulations would replace the need for live instructional appearances. North Carolina
ranked a 2.45 which is half way between disagree and undecided, where Virginia ranked
it a 2.75 leaning closer to the undecided region (Alston et al., 2003, p.43). Giving the
previous plans both states have for implementing technology, I can see why North
Carolina felt more against this idea. They are concerned more about the students
Next I looked over Table 3. Here I found that although the states opinion were
around the same area, there was a larger gap in the number compared to the previous
table (Alston et al., 2003, p.45). Nearly every row had a difference in either .20 or .40 in
the mean column (Alston et al., 2003, p.45). This table has the data about the opinions on
what possible ways technology will benefit education. Although unclear on why there
was a bigger gap in the means on this table, I did find it interesting that they all leaned
toward agreeing that all of these are benefits that can occur, including interest of students
will increase and instruction will become more individualized (Alston et al., 2003, p.45).
Last, was Table 4. This table was about the possible barriers that will have to be
faced. North Carolina and Virginia agreed that costs of both software and technology
were a large obstacle and felt that lack of student interest would most likely not be
(Alston et al., 2003, p.47). I personally agree with them. Agriculture education
department already cost a large amount of funding due to the equipment used for hands
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on learning experiences. Adding new types of technology will call for a higher budget. In
addition, I feel that students will be engaged with the technology and that keeping their
In conclusion, I agree with the opinions of the two states. I feel that there are large
benefits to implementing technology into the classrooms. It will allow us to teach topics
and ideas that we might not have had examples of in prior times. Also, it will give
students different options for creating projects. Funding as well as many other things will
be some obstacles that will have to be faced, however they are worth the journey for the
end impact. I cant wait to see what technology will next be there to impact the
classroom.
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References
Alston, A. J., Miller, W. W., & Williams, D. L. (2003). The Future Role Of Instructional