No abstract

The purpose of this descriptive-correlational study was to determine the use of technology in youth programming by Extension youth development educators in Louisiana, Mississippi, and Tennessee. Data were collected via e-mail and a SurveyMonkey© questionnaire. Extension educators are using some technology in youth development programming. More than threefourths of Extension youth educators are using Facebook; however, less than one fourth of Extension youth educators are using Twitter which contradicts previous research. Having technology available for use explains a medium amount of the technology use among Extension youth educators; however, perceived barriers, anxiety, age, gender, years of experience, and sources of technology training do not explain Extension youth educators technology use in their programming. Extension youth educators fit the description of digital immigrants who assume that today's learners acquire knowledge the same way they learned when they were in school.

No abstract

As societies across the globe are becoming interdependent, it is becoming increasingly essential for secondary agricultural educators to integrate an international component into the agricultural curriculum. The purpose of this study was to evaluate secondary agricultural educators' perceptions of participating in an international experience (IE) toward their teaching career. This study showed that more than three-fourths of secondary agricultural educators perceived participation in an IE to be beneficial to their careers, and nearly three-fourths perceived participation to be relevant to their careers. It is concluded that secondary agricultural educators perceive minor barriers to participation in an IE. In addition, secondary agricultural educators who perceive participation in an IE to be beneficial and relevant to their careers also perceive locations to be more appealing and activities to be more important than those who do not. Further, secondary agricultural educators who perceive participation in an IE to be relevant to their career perceived fewer barriers to participation in an IE. However, there were no statistically significant differences between perceived barriers of secondary agricultural educators who perceive participation in an IE to be beneficial to their career and those who do not perceive participation to be beneficial to their career.