Virtual Mentoring in Agricultural Education: Describing Digital Literacy, Technology Self-Efficacy, and Attitudes Towards Technology of Pre-Service and In-Service Agricultural Educators
Open Access
- Author:
- Morey, Tiffany
- Graduate Program:
- Agricultural and Extension Education
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- June 12, 2020
- Committee Members:
- Daniel Douglas Foster, Dissertation Advisor/Co-Advisor
Daniel Douglas Foster, Committee Chair/Co-Chair
John Ewing, Committee Member
Anil Kumar Chaudhary, Committee Member
Heather Toomey Zimmerman, Outside Member
Mark A Brennan, Jr., Program Head/Chair - Keywords:
- Virtual Mentoring
Digital Literacy
Technology Self-Efficacy
Attitude Toward Technology - Abstract:
- Digital literacy, technology self-efficacy, and attitude toward technology play an impactful role in the life of pre-service and in-service agriculture teachers. Proficiency in digital literacy and technology self-efficacy, along with a positive attitude toward technology, can predict and shape an educator's capacity to implement best practices for teaching and learning with technology. The study examined the effects of participation in a virtual mentoring program on the digital literacy, technology self-efficacy, and attitude toward technology of pre-service and in-service agriculture teachers, and investigated if there is a relationship between virtual mentoring program participation and Twitter, blogging, and video observation usage of pre-service and in-service agriculture teachers. We found that in-service agriculture teachers who had participated in a virtual mentoring program exhibited higher overall digital literacy levels and technology self-efficacy levels than those in-service agriculture teachers who had not participated in a virtual mentoring program. We also discovered that virtual mentoring program participation impacted the utilization of Twitter, blogging, and video observation for pre-service agriculture teachers, as well as a relationship between virtual mentoring participation and blogging usage for in-service teachers. Pragmatic implications include a defined opportunity for agriculture teacher educators and agricultural education leaders to develop appropriate and beneficial tools and materials to assist pre-service and in-service agriculture teachers in developing digital literacy skills and technology self-efficacy skills, and a positive attitude toward technology. Recommendations for future research include examining relationships of intensity of utilization of the technology platforms (Twitter, blogging, and video observation) with an educators' digital literacy, technology self-efficacy, and attitude toward technology.