Perception of Aquaculture Education to Support Further Growth of Aquaculture Industry in Victoria, Australia

Awal, Sadiqul; Christie, Andrew F.; Watson, Matthew G.; Hannadige, Asanka G.T.

doi:10.1080/1389224x.2012.670052

Cited by 3 publications

(1 citation statement)

References 3 publications

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“…In research by Kola and Sunday (2015), teachers' qualifications and subject matter knowledge were positively correlated to student achievement. Similarly, Awal et al (2012) found that when teachers have a limited knowledge of agriculture, students are not aware of the available job prospects in the sector. To improve teachers' understandings of agriculture, and in turn the quality of agricultural education, the supply and delivery of adequate professional development can be used as a method of increasing teacher exposure to the field (Dodd, 2011) and to build their knowledge and confidence of the subject matter.…”

Section: Introductionmentioning

confidence: 99%

Do Teacher Workshops as a Professional Development Activity Provide the Adequate Skills, Knowledge and Confidence to Deliver the GPS Cows NSW Stage 4 Technology Mandatory Module?

Manning¹,

Cosby²,

Fogarty³

et al. 2022

AIJRE

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The GPS Cows Module is a co-developed, Australian resource that aims to increase the knowledge and skills of high school students in emerging agricultural technologies. It aligns with many outcomes in the New South Wales (NSW) Stage 4 Technology Mandatory Syllabus, a compulsory subject for Stage 4 students (Years 7–8), that engages students in production and design activities for agriculture, food and other technologies. GPS Cows is a complete resource that teachers can apply into their teaching program. To facilitate the knowledge, skills and confidence required to implement the module, a one-day workshop was offered to NSW teachers in 2018 and 2019. To evaluate the workshop, participants completed a survey containing open- and closed-ended questions. Additionally, classroom clickers were used throughout the workshop to gauge the development of skills, knowledge and confidence over time. Overall, the workshop was well received, with over 98% of respondents enjoying the workshop and 97% indicating that the workshop was a good use of time. Positive aspects included the activities and engagement with data analytics, the resources provided, and the clear link between agricultural technologies and the real world. Identified improvements included the time allotted for workshop activities and minor changes to the resource. In conclusion, the professional development workshops enabled teachers to successfully implement GPS Cows in their teaching program.

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Section: Introductionmentioning

confidence: 99%

Do Teacher Workshops as a Professional Development Activity Provide the Adequate Skills, Knowledge and Confidence to Deliver the GPS Cows NSW Stage 4 Technology Mandatory Module?

Manning¹,

Cosby²,

Fogarty³

et al. 2022

AIJRE

View full text Add to dashboard Cite

show abstract

Teachers' perspectives about the content, context, and educational suitability of the GPS cows module for Australian teachers in New South Wales

Manning

Cosby

Fogarty

et al. 2023

Int J Technol Des Educ

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Technology Mandatory (Tech Mandatory) is a compulsory subject for New South Wales (NSW) Stage 4 students and aims to engage students in production and design activities applicable to Agriculture and Food Technologies (AFT), Digital Technologies (DT), Engineered Systems and Material Technologies. The GPS Cows Module, an agricultural education module focused on livestock and Global Positioning System (GPS) livestock data, was co-designed by the NSW Department of Education and CQUniversity Australia. Teachers had previously expressed concern about being able to successfully teach some content of the Tech Mandatory curriculum’s AFT and DT components. Accordingly, the GPS Cows Module focused on livestock production and using digital solutions to address real-world problems. To introduce teachers to the GPS Cows Module and increase Module uptake, several one-day professional learning workshops were run in 2018 and 2019 across NSW, Australia. A post-workshop survey was used to evaluate the GPS Cows Module and the suitability of content related to AFT and DT learning outcomes. Participants agreed or strongly agreed that the Module content would address some of the AFT (92.8% combined) and DT (95.5% combined) outcomes of the curriculum. Over 72% of participants felt their students would find GPS Cows engaging and were excited to teach the Module. However, there were some barriers to implementation including perceptions of student ability, access to technology, teacher confidence and time. Overall, the GPS Cows Module comprises of high-quality content to address some of the AFT and DT outcomes of the Tech Mandatory curriculum. Additionally, it reinforces the importance of authentic data, real-life case studies, and a variety of accompanying resources to effectively implement into a teaching program.

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High school technology teacher’s perceptions of agriculture and careers: an Australian perspective

Cosby

Manning

Fogarty

et al. 2022

The Journal of Agricultural Education and Extension

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Perception of Aquaculture Education to Support Further Growth of Aquaculture Industry in Victoria, Australia

Cited by 3 publications

References 3 publications

Do Teacher Workshops as a Professional Development Activity Provide the Adequate Skills, Knowledge and Confidence to Deliver the GPS Cows NSW Stage 4 Technology Mandatory Module?

Do Teacher Workshops as a Professional Development Activity Provide the Adequate Skills, Knowledge and Confidence to Deliver the GPS Cows NSW Stage 4 Technology Mandatory Module?

Teachers' perspectives about the content, context, and educational suitability of the GPS cows module for Australian teachers in New South Wales

High school technology teacher’s perceptions of agriculture and careers: an Australian perspective

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