Murray State Theses and Dissertations

Abstract

With a growing population and a decrease in arable land, it is vital to prepare the next generation of agriculturalists. However, enrollment in agricultural education programs has been on the decline. Incorporating digital games into the classroom could serve to engage future students and encourage careers in agriculture. This study explored how Georgia agriculture teachers' technological and pedagogical knowledge influences their willingness to adopt digital games, specifically Georgia Farmcraft and Minecraft for Education, in their teaching. Additionally, it sought to identify demographic factors that might impact adoption and to determine effective professional development strategies to support teachers in using these tools. Data was gathered from a sample of 255 Georgia agriculture teachers, with 28 respondents completing a Qualtrics-distributed survey. The survey captured demographic details, digital competencies, and factors affecting technology adoption through a modified version of the Teacher’s Technology Acceptance Survey. Descriptive analyses showed that mid-career teachers were more likely to adopt digital technology, while early-career teachers were the least likely. Most respondents held at least a master’s degree. Further analyses using ranked ANOVA and regression tests examined relationships between demographic factors and technology adoption; however, no statistically significant connections were found. These findings emphasize the importance of targeted professional development and support, customized to teachers' career stages and community contexts.

Year manuscript completed

2024

Year degree awarded

2024

Author's Keywords

Digital Gaming, Agriculture Education, Minecraft, Farmcraft, professional development

Degree Awarded

Doctor of Education

Department

Educational Studies, Leadership and Counseling

College/School

College of Education & Human Services

Dissertation Committee Chair

Landon Clark

Committee Member

Brian Bourke

Committee Member

Trent Wells

Document Type

Dissertation

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