NDLI: Analyzing the Barriers and Benefits toward Instructional Technology Infusion in North Carolina and Virginia Secondary Agricultural Education Curricula.

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Analyzing the Barriers and Benefits toward Instructional Technology Infusion in North Carolina and Virginia Secondary Agricultural Education Curricula.

Content Provider	Semantic Scholar
Author	Alston, Antoine J. Miller, William W.
Copyright Year	2002
Abstract	According to Reinventing Agricultural Education for the Year 2020 (a visioning and planning initiative of the National FFA Organization, 1999), the United States leading position in agriculture "lies in part because of its infrastructure for developing and delivery technology, including agricultural education programs in our public schools" (National FFA Organization, 1999). The National Research Council (1988), in the book Understanding Agriculture, emphasized that in order for agricultural education to remain viable, educators should emulate the best current programs while generating new ways to deliver agricultural education. "Rather than reacting to change as it comes "a passive approach" the agricultural education community must take a proactive stance and look ahead to develop a cohesive vision of its preferred future decade" (National FFA Organization, 1999). Educational delivery systems and current curriculum initiatives have not kept pace with the rate of technological change that the United States has experienced over the past decade (National FFA Organization, 1999).
File Format	PDF HTM / HTML
Volume Number	43
Alternate Webpage(s)	http://pubs.aged.tamu.edu/conferences/SRAERC2001/pdf/b1.pdf
Alternate Webpage(s)	http://pubs.aged.tamu.edu/jsaer/pdf/Vol51/51-00-050.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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