Modern Technology in Idaho Agricultural Education Programs
Bibliographic record
Abstract
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. …
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.003 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".