13 pages., Via online journal., This study examined adoption of Information and Communication Technologies (ICTs) by
agricultural science and extension teachers in Abuja, Nigeria. Specifically, the objectives are to:
identify the background and demographic characteristics of agricultural science and extension
teachers in the study area; examine the factors influencing adoption of ICTs by respondents and
determine the challenges or constraints militating against adoption of ICTs by respondents in the
study area. Data were collected from 60 purposively selected agricultural science and extension
teachers in the study area. Data were analyzed using descriptive statistics SPSS 19.0, Likert scale,
t-test and Logit model. Ages, teachers’ experience, access to ICTs were significant factors
influencing adoption of ICTs by respondents at 1% probability level. Teachers’ attitude, teachers’
awareness significantly influences adoption of ICTs by respondents at 5% probability level. Word
processors are perceived useful in setting tests and examination question papers, while, photocopy
machine was perceived ease to use to make copies of teaching materials. Access to appropriate
ICTs equipment and lack of infrastructure such as irregular electricity supply are the major
challenges. The study recommends easy access, awareness and use of ICTs by instructors and
regular supply of electricity to improve and stimulates adoption of ICTs by respondents.
Chris Clemons (author), James R. Lindner (author), Bruce Murray (author), Mike P. Cook (author), Brandon Sams (author), and Gwendolyn Williams (author)
Format:
Journal article
Publication Date:
2018-04-15
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 149 Document Number: D10105
Via online issue. Pgs. 283-252, The purpose of the study was to examine the confluence of agricultural literacy, what it means to
be agriculturally literate, and if a gap between agricultural literacy and being agriculturally
literate existed. Two primary research questions framed this study: 1) How do agriculture
professionals define agricultural literacy? 2) What does it mean to be agriculturally literate? While
the terms literacy and literate are often used synonymously they have important and different
meanings. This study used the Delphi Study Technique for determining consensus. The Delphi panel
consisted of engaged agricultural professionals from seven states. These professions represented
a broad spectrum of agricultural careers and experience. Each panel member was recognized as
a leader in his or her field. The findings indicated that participants did not discern a difference
between agricultural literacy and being agriculturally literate in regards to reading, writing, and
speaking about agriculture. This study supports the conclusion that the terms agriculturally literate
and agricultural literacy are used interchangeably. Agricultural professional may not be aware of
the inherent differences between possessing agricultural literacy and being agriculturally literate.
