Assessing Teacher Practices Related to Precision Agriculture in Secondary Agriculture Education

Abstract

Agricultural education was designed to reflect the agriculture industry, and since the recent increase in technology use in the industry, little research has been done to investigate what agricultural technologies are used in secondary agriculture classrooms. This study identifies the curriculum involving precision agriculture that is currently being taught and gains insight into teachers’ decisions to integrate precision agriculture in their classrooms. Secondary agriculture instructors in Alabama and Illinois participated in this study and provided descriptive data about their personal characteristics and their decision to incorporate precision agriculture, as well as barriers that prevent them from incorporating precision agriculture concepts. Teachers indicated the importance and relevance of precision agriculture, but only half of the participants incorporate related concepts into their curricula. A Chi Square test revealed no significant relationships between the personal characteristics of teachers and their decision to incorporate precision agriculture concepts. The most important topics in precision agriculture were identified by participants as GPS, Soil Sampling/Land Management and Genetic Modification. Teachers indicated a need for professional development or teacher education focused on precision agriculture in multiple fashions, which reflects the need for similar education in the agriculture industry.