The Impact of Educational Technology Integration on School-Based Agricultural Education Teacher Self-Efficacy

Abstract

The purpose of this study was to determine the impact of educational technology integration on school-based agricultural education (SBAE) teacher self-efficacy. In-service SBAE teachers from four upper middle-western states were surveyed to assess their current teacher self-efficacy in terms of educational technology in their classroom and curriculum. According to the findings of this study, SBAE teachers are using educational technology in their classroom and curriculum daily and are only slightly confident in their ability to do so. It is recommended that teachers participate in professional development which is focused on not only how to use educational technology, but also on how to teach agriculture content using the educational technology specific to their 1:1 issued device.