doi: 10:5191/jiaee.2013.20202

 

Information and Communication Technology Use
by Agriscience Teachers in Trinidad and Tobago

 

 

Wayne Ganpat

University of the West Indies

St. Augustine, Trinidad and Tobago

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Marcus Ramdwar

University of Trinidad and Tobago

Caroni North Bank Road

Centeno, Trinidad and Tobago

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Christopher T. Stripling

University of Tennessee

320B Morgan Hall, 2621 Morgan Circle

Knoxville, TN 37996-4511

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T. Grady Roberts

University of Florida

PO Box 112060

Gainesville, FL  32611-2060

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Abstract

The purpose of this study was to investigate ICT usage among Agriscience teachers in Trinidad and Tobago. This knowledge will be used to develop preservice and inservice professional development programming for these teachers. Eighty-five percent (n = 77) of the secondary Agriscience teachers responded to a survey that assessed: (a) technology current use, (b) technology beliefs, (c) technology skills, (d) technology intentions, (e) barriers to technology use, and (f) personal data. Results indicated that Agriscience teachers in Trinidad have accepted ICTs as useful tools. Teachers used ICTs most frequently for personal reasons and less frequently for school-related tasks. Teachers generally believed that ICTs help them accomplish tasks more quickly, enhance their quality of work, were easy to use, and that it could help to keep in touch with their students. However, beliefs varied based on age, career intentions, and computer literacy. Agriscience teachers also agreed that they possessed moderate skill levels and intend to use ICTs as a part of their jobs. But differences in perceived skills were noted based on age, experience, and career intentions. Primary barriers centered on technical issues such as lack of hardware, technical infrastructure, and connectivity. Additionally, teachers believed that lack of a reward structure impeded technology usage.

 

Keywords: Agriscience Teachers; ICT; Information and Communication Technology; Trinidad and Tobago

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