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Inquiry-based learning supports constructivism theory and has been used by both Comenius (1592-1670) and Dewey (1859-1952) in early educational settings. Incorporating inquiry-based instruction into the agriculture classroom, while beneficial, brings with it challenges for teachers and learners. Numerous studies have been conducted to examine teachers' perceptions of inquiry-based instruction and its benefits. However, limited research has investigated agriculture students' perceptions about inquiry-based learning on their educational growth. The purpose of this study was to explore the perceptions of secondary students transitioning to and using inquiry-based instruction in their agriculture classes. A phenomenological approach was employed to examine the lived experiences of secondary agriculture students' who had utilized inquiry-based instruction. The phenomenon under investigation was inquiry-based instruction. We conducted qualitative interviews with a convenience sample of 24 secondary agriculture students to explore their perceptions of the inquiry approach. Findings revealed students describe inquiry as "hands on," a method requiring they work by themselves, and activities involving questions. Students indicated a preference for inquiry-based learning opportunities and expressed awareness of the potential for inquiry-based learning opportunities to improve their critical thinking skills. Documentation of secondary students' perceptions about inquiry-based learning opportunities provide instructors insight to guide instruction within the agriculture classroom.

Educational technology continues to expand with multi-user virtual environments (e.g., Second Life™) being the latest technology. Understanding a virtual environment's usability can enhance educational planning and effective use. Usability includes the interaction quality between an individual and the item being assessed. The purpose was to assess the usability of "AgriCulture Island" in Second Life™ to identify possible issues, understand of the severity of these issues, and how they could be effectively addressed in order to use Second Life™ as a teaching tool. The framework allowed the identification of constructs that further defined usability related to assessing a virtual environment. Both quantitative and qualitative methods were employed including pre/post questionnaires, observations, and a focus group session. The study engaged 12 participants during summer 2012 from a college of agriculture. Findings revealed that participants accepted Second Life™ more after initial exposure. Additionally, participants indicated the experience felt "real" and they could sense others in the environment. Observation data provided a picture of participant interaction with the virtual environment. Elements documented were assistance needs, satisfaction, confusion, and deviation from task. The importance of understanding educational technology usability cannot be underestimated. This study adds to the educational technology literature and provides recommendations for use.

Blogging is a form of social media and student engagement is at the center of blogging. The benefits of blogging include ease in making writing easier to share, encouraging students to write outside of the classroom, and supporting group collaboration. The findings suggest students are more passive in their blogging experiences, as the data found students generally read blogs more than they wrote blogs. The unified theory on the acceptance and use of technology and self-efficacy were used as the framework for the study. This study sought to explore agricultural leadership students' motivations for blogging in writing intensive courses. Effort expectancy, performance expectancy, and behavioral intention were significantly correlated with self-efficacy. Teacher training could be used to increase awareness among educators about the benefits of blogging. Educators must be able to convey the benefits of educational blogging in terms of its ease and benefit in order to encourage student acceptance. Improved preparation of agricultural leadership instructors to include blogging in writing intensive courses may improve student engagement and learning, and increase our academic discipline's knowledge of approaches that influence the practice of technology diffusion.

Faculty abroad programs are becoming a popular method to provide faculty in colleges of agriculture with international experiences so they may internationalize their curricula. These programs also serve to provide experiential faculty development opportunities. Eight faculty members from Texas A&M University participated in a faculty abroad experience in Trinidad and Tobago and developed instructional materials using technology. Pre-reflective and reflective interview responses were qualitatively analyzed to determine the impact of this experience on participants' teaching style and technology usage. The comparison of the pre-reflective and reflective data sets indicated participants perceived impact on teaching style, specifically in relation to their curriculum content and use of global connections as it pertained to their discipline and global relationships with native counterparts. Many participants were already using technology in the classroom prior to the international experience. As a result of the experience, the level of their technology usage increased as they incorporated media, such as audio and video, to communicate their experiences and create context for their lessons. It was concluded that teaching style, technology usage, and excitement for teaching were renewed as a result of an international experience. Future studies should be conducted to compare these findings with similar faculty abroad experiences.

The purpose of this study was to establish baseline data regarding the adoption of iPods and similar technologies by agricultural science and technology teachers. The population consisted of all agricultural science and technology teachers in Texas. A sample of 310 was randomly drawn from the population. Study findings reveal that while agricultural science and technology teachers have knowledge of iPods, mp3 players and related technologies, there is little support for them to actually create their own podcasts, use them in the classroom, or promote them for student use. It was concluded that teachers were generally "late adopters" or "laggards," while students were "innovators" or "early adopters." Both teachers and students alike have access to computers and Internet connections, with a large number of teachers reporting that students own iPods or mp3 players which could be utilized for academics. Teachers reported strong interest in pre-produced curricula and FFA materials, particularly for training materials for career development events, which could be used on iPods or mp3 players. Recommendations for encouraging teacher adoption and use of iPods and similar technologies were provided. (Contains 8 tables.)

The purpose of this study was to describe agricultural science and technology teachers' reaction to iPod and mp3 technology use and potential use in both curricular and cocurricular activities. A total of 112 unique respondents provided written responses to open-ended questions. Study findings reveal that agricultural science and technology teachers see iPod and mp3 technologies as beneficial, yet some teachers find this technology to be unusable due to campus restrictions and student abuse. Teachers provided a multitude of possible applications for iPod and mp3 technologies: contest preparation and team training, general classroom enhancement, specific classroom content areas that could benefit, applications for absence/make-up work and homework support, use with substitute teachers, assisting special populations, use for organization of content, and additional creative applications. Overall, teacher reaction to the use of iPod and mp3 technologies was positive and yielded findings that can be useful to teachers, researchers, and providers of educational content. This article strives to give voice to the individual teacher. (Contains 1 figure.)

Technological advances have created unlimited opportunities in education. Training and technology have merged to create new methods referred to as technology-based training. The purpose of this study was to identify organizations that hire agriculture and life sciences students for positions involving technology-based training and identify competencies required for these positions from the perspective of the identified organizations. This study describes the technologies that the identified organizations were using to design and deliver technology-based training, the audience to whom the organizations were providing training, and the competencies that the identified organizations were seeking in potential employees. Findings from this study revealed a need for individuals with specialized skills related to technology-based training. Findings specifically suggest seven key competencies needed to work in technology-based training: (a) instructional design, (b) technology/computer skills, (c) the ability to conduct a needs assessment, (d) interpersonal skills, (e) writing skills, (f) planning and organizational skills, and (g) evaluation skills. Study findings lead one to conclude that students with expertise in these competency areas are more marketable in organizations that hire agriculture and life sciences students. (Contains 4 tables.)

Technology has the potential to improve education but only if it is applied with purpose and consideration of the audience. Understanding technology's role in education goes beyond the comparison of tools; there is a need to better understand student acceptance of technology so appropriate educational scaffolding and support can be provided. The absence of technology acceptance can become a barrier to the adoption, successful implementation, and use of new technologies. Therefore, the theoretical framework was based on technology acceptance. Described in this study is agricultural students' acceptance and readiness to use specific technologies (i.e., Second Life[TM], social networking, Twitter[TM], and content management systems) as educational tools. The population was all students enrolled in eight courses at Texas A&M University during the Fall 2010 semester. A total of 716 completed surveys were analyzed. Findings revealed that students perceive each of the technologies studied (i.e., Second Life[TM], social networking, Twitter, and content management systems) as unique entities that vary in regard to acceptance. Students overwhelmingly accept content management systems as a useful educational technology while Second Life[TM], Twitter[TM], and social networking are familiar but not as accepted. Findings reinforce the importance of instructors finding specific methods to successfully implement technology-specific educational tools. (Contains 1 figure and 9 tables.)

This study used a case study methodology to document an example of how technology was used to engage students in an experiential eLearning (eeLearning) process in order to enhance student learning, student engagement, course relevance, and interaction in an undergraduate course delivered online. While online course delivery has become an accepted and common practice over the past years, creating experiential eeLearning requires unique strategies and approaches. Using computer programs that encourage creativity and experiential learning can facilitate the learning process.