Modern Technology in Idaho Agricultural Education Programs
Notice bibliographique
Résumé
Picture it. You are visiting a student teacher at an agricultural education program in scenic, Southeastern Idaho. You have now seen the high school that inspired the movie Napoleon Dynamite in Preston, Idaho and you are off to visit another student teacher in Bonners Ferry in the forested North, just a stone's throw from the Canadian border. No problem, right? Just a short drive. That is, if you consider nearly 800 miles and 14 hours or better in a car on good roads a short trip. And, that's just considering the instate travel. Now, consider the fact that there are student teachers placed in Oregon and Washington as well. The challenge of visiting programs and supervising student teachers has just increased a hundred-fold. The use of technology in the secondary agricultural education programs in Idaho has changed drastically in the past 25 years. A high school program of 25 years ago was progressive to have a single computer, printer, typewriter, slide projector, TV/VCR, oxy-acetylene welders, stick welders, and a good set of tools for construction and engine repair. The computer of the day probably only had 5 GB hard drive and 256 KB RAM. The printer was dot matrix with the paper that ran on tracks and the typewriter was used to complete applications. Although technology most commonly focuses on computers, it is not limited in that area. A new set of modern engines for the small engines class and the tools and manuals to go along with the engines was another aspect of modern technology. Today's agriculture program may look much different. The single computer has been replaced with a computer lab networked to each other as well as the Internet. The dot matrix printer has been retired in favor of the color laser printer for printing pictures of Proficiency Awards. Slide projectors are in the antique stores while LCD projectors and computers for PowerPoint presentations are now almost a standard. The DVD player and YouTube have all but pushed the VCR out the door. We may still have an oxy welding set up, but we use MIG and TIG welders as often as stick welders and a plasma cutter or plasma cam has replaced the oxy cutting torch to match industry standards. In a state as geographically diverse and spread out as Idaho, communication is also a key concern. A phone call and a letter were the primary modes of communication among teachers, parents, students, university faculty and state personnel. Today, chapters have their own websites, blogs, and Facebook pages. List-serves and mass text messages are quick ways to get in touch with students and parents alike. Classes are taught online, electronic communications are moment to moment activities, and the internet is pervasive in the lives of our students. In Idaho, the state approved curriculum is online and accessible to teachers daily, the curriculum is updated regularly as a resource for teachers as just one example of technological implementation throughout all levels of agricultural education. In the late 1980s, the College of Agricultural and Life Sciences at the University of Idaho requested that the Department of Agricultural and Extension Education provided the leadership and technical support to the college's effort in distance education. The College had a few years earlier installed a modern videotaping studio classroom as a part of its academic distance education and extension education efforts. Videotapes were developed for both formal classes and for informal and short term extension educational programming. In the early 1990s, the studio classroom was used as originating site for a Food Science and Toxicology professor to teach an introductory Food Science course on campus and on the campus of the College of Southern Idaho in Twin Falls. The class was transmitted live via Idaho Public Television's microwave system through Boise to the campus of the College of Southern Idaho in Twin Falls. The technicians would begin the system and transmission about 45 minutes before the professor began his lecture because it took that long for the television microwave system crew to throw all the switches for the class to reach Twin Falls. …
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,003 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».