This study explores the perceptions and experiences related to agricultural educators in Minnesota who have used digital media production tools and concepts as learning activities in the classroom. As the cost associated with digital media production equipment and software continues to decrease, this technology is becoming more accessible and creates the potential for new types of classroom outputs. This type of learning activity is in its infancy in School Based Agricultural Education (SBAE). As more educators look to embed 21st century skill-based projects in their coursework, it is important to begin exploring needs and resources identified by those currently engaged in this strategy. The researchers in this project aimed to better understand how the participants map knowledge and identify gaps when using digital media production as a learning tool. The project examined the motivations, experiences, implementation processes, and future goals of participants. A collective case study was used to explore this phenomenon. In-depth interviews with educators were examined using qualitative open coding techniques. This produced emergent themes regarding lesson design and implementation as well as perceptions of student learning. Educators highly valued this student learning activity to develop communication skills necessary for many career paths. Other emergent themes were an increase in student engagement, critical thinking, media literacy, and transferable skills. The study found barriers to digital media activities such as prior experience with technology, school district resources, professional development opportunities, and lesson preparation time. Educators identified a need for streamlined resources and accessible professional development to fully embrace digital media as a learning strategy.

The three-circle model of agricultural education focuses on the importance of in-class instruction, supervised agricultural experiences, and FFA involvement. The agricultural communications career pathway is available to students through agricultural communications supervised agricultural experiences (SAE) programs and career development events within FFA. However, specific curriculum that teaches agricultural communications in the classroom is not readily available. The purpose of this qualitative case study was to examine the interdisciplinary lesson planning and integration process of pre-service teachers with focus on opportunities and limitations to teaching communication in the agriculture, food, and natural resources (AFNR) curriculum. In this case study, four pre-service teachers worked with agricultural communications faculty to develop communication curricula and lesson plans to be incorporated into high school AFNR classrooms. These pre-service teachers developed interdisciplinary lessons prior to student teaching and, when appropriate, used these lessons in their classrooms. While current research regarding teaching science in the AFNR curriculum is ongoing, the literature is silent regarding teaching social sciences such as communication in the AFNR curriculum. These pre-service teachers want more opportunities to develop interdisciplinary lessons. They believe teaching communication skills while tying them to the content area can improve student knowledge, retention, and engagement in the learning process while exposing them to the agricultural communications career pathway.

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