Teaching Adults Using Technology
From Adult Education
Created by Brandon Fall 2009
Contents |
Utilizing New Technology in Extension Education
Introduction
Fifty years ago, Extension Educators could not have imagined providing their services in any other manner than face-to-face at their clients’ farms or homes. Although the majority of today’s society has a grasp on technology, there are still people that must have face-to-face interaction with their Extension Specialist. As stated by Rodewald, “The key to successful delivery is to know your audience” (2001). In today’s technology-savvy world, Extension Educators would not be able to do their jobs efficiently and meet the needs of their clientele without utilizing some type of technology, since most of the information they share with their clients comes in the form of electronic media. I will discuss and evaluate the use of technology as it pertains to the future of Extension Education.
Problem Statement and Rationale
Of all the Extension Educators I have spoken with, they have one thing to say about the future of Extension: Extension Educators must embrace new technology and utilize it in the dissemination of educational material and knowledge to their clientele. However, it is important that Extension Educators do not forget the needs of those individuals that require personal interaction. How will Extension Educators utilize new technology while continuing to give their clientele the personal interaction they desire?
With the overwhelming amount of information provided to us by the Internet, we no longer have to search through hundreds of copies to find a needed piece of information. Finding information is as easy as typing your query into a search engine. We also are not restricted to local information; we can now easily find information provided by another state or country.
Technology also has changed the way we teach individuals. It is no longer necessary to use a blackboard or lecture as the primary means of conveying information. We now have electronic presentations, fact sheets that can be viewed on the Internet or sent by e-mail, digital media, and video conferencing that may be used to convey information to our clientele. We have so many options available to us to get information to our clientele, it is often hard for an Extension Educator to figure out which method of delivery is best for a certain program or class. Many times the correct method of delivery means the difference between a successful program and a failure.
Exploration
When we evaluate technology in Extension Education, we must first ask these questions: what is technology; what technology do we have access to; can we utilize this technology; and can we convey information to clientele by way of this technology effectively? Depending on where you are located in the United States, some of these questions may have different answers. Technology is defined as “the study, development, and application of devices, machines, and techniques for manufacturing and productive processes” (Encarta Dictionary). A few of the newer technologies Extension Educators may use include video cassette, CD, computers, computer software, and electronic media via the Internet.
Because of the massive amounts of information and knowledge available today, it is almost unheard of to not have a computer in every Extension office. Most people by today’s standards live by their computers. Computers are used for everything from ordering veterinary supplies to checking e-mail. Extension Educators have at least one helpful tool at their fingertips - their computers.
When we talk about utilizing technology, a few factors must be addressed. (1) With the programs we offer, can we utilize technology effectively? (2) Will our clientele embrace the use of these technologies? (3) What are the most effective technologies to be used? (4) When is it appropriate for technology to take the place of human social interaction?
Many programs may offer classes such as master cattleman, master gardener, and family nutrition. With these classes, an Extension Educator may implement technologies that would increase the learning potential of his or her students. Many Extension Educators already utilize PowerPoint presentations as a method of conveying information to clients and find it to be a well accepted change of pace from the normal mundane lecture. They also utilize videos to simulate a field trip. This allows the Educator, or facilitator, to bring information to the students that may not be found in the immediate area.
With the development of the Internet, the clients may not need to travel to their Extension offices to troubleshoot a problem. They could search their land grant university’s Extension fact sheet site and find the solution. However, some people still require interaction with their Extension Educator on a personal level, which would require a home visit by the Extension Educator or an office visit by the client. This is the root of Extension and some believe this interaction never should be replaced by technology.
Trede and Miller (1993) mention a few important factors Extension Educators need to focus on in order to serve their clients to the best of their ability, including clients’ needs, learning styles, the process of educational development, and delivery systems:
The National Agricultural Research and Extension Users Advisory Board, in 1980, recommended that Extension personnel improve their teaching methods and technology transfer systems with a better use of the most current technology (cited in Creswell. 1990). Likewise, the Electronic Task Force, in May 1985, recommended that ". . . the CES must embrace the philosophy that the adoption of emerging electronic technology will enhance its program delivery capability . . ."The National Agricultural Research and Extension Users Advisory Board, in 1980. (p. 85)
One such key to the progress of technology utilization is provided by Astroth, (1990) who stated: “At a minimum, we need administrators who will foster an institutional culture with a strong commitment to advanced communications technology. Such support is critical to making progress at the county level.”
Along with these recommendations came statistical studies to prove that the Extension Service was either following the recommendations of the National Agricultural Research and Extension Users Advisory Board or if it had strayed. One study presented by Trede and Miller (1993) used statistical data to evaluate barriers that limit Extension Educators in their use of traditional and new educational technology:
No single barrier limiting the use of traditional technologies. The “lack of time” was identified as the most limiting barrier for computer technologies. With respect to the video technologies, “lack of funds” and “lack of time” were the most limiting barriers. “Lack of funds”, “lack of experience”, and “lack of training” were identified as the most limiting barriers for the emerging technologies. (p. 87) From this study, we can deduct that among the participants, there was a distinct need for training workshops focused on emerging technologies.
While Extension Educators continue to fulfill their primary goal of information dissemination, we must know where the Educators’ and clients’ technological deficiencies lie so that we may better address the problems and give the Educators and clients the tools they need to become technologically literate. Gregg and Irani (2004) suggested that: Providing more in-depth training in skills areas related to agents' strongest level of usage, guided by what they say is important and have some knowledge base in, has potential implications for both the success of training efforts and the effectiveness of Extension programs overall. (N.P.) This information also can be used to create new programs focusing on the Extension Specialists’ strengths in developing classes for clients who are not as technology savvy as they would like to be. Agents and clients alike need to become more familiar and at ease with using technology such as e-mail. Much of the information that the Specialist has to offer can now be found via the Web and can be e-mailed to the client more quickly than if the client came to the Extension office. However, the use of the Internet or e-mail never should take place of face-to- face interaction. Gregg and Irani, (2004) support this by saying,” Agents still spend time in face-to-face interaction with clientele, but it is apparent from this study that agents may also be using information technology to facilitate routine communication and information dissemination (to their clientele).”
With the technology available to our Extension Agents, it may be hard for them to keep to what some believe are the true standards of Extension. By this, I mean Extension Agents need to be very careful that the use of technology does not hinder their interactions with their clientele. It may seem very easy to send out a mass e-mail containing the information needed for a class and ask that any questions be brought to attention. However, this is not nor shall it ever be the correct way of disseminating information to clients. Using this method of information transfer would seriously hinder the Educator in providing a meaningful program, and this may cause clients to find other means of gathering information.
Conclusion/Recommendations
The Oklahoma Cooperative Extension Service’s main goal is to provide research-based information to the citizens of Oklahoma in a context that is easily understandable. Fifty years ago, this was accomplished through farm visits and workshops. Today, we hold true to our roots in the fact that Extension Educators still make farm visits and provide workshops but do so by different modes of transferring information among clients. With the use of new technologies comes greater responsibility and a greater need for understanding the people being served. Studies show that Extension Educators are doing a very good job at keeping equilibrium between old and new, and that more can be done.
Extension Specialists need to be aware of the people they serve and how they perceive technology as even today, not everyone has Internet access. The future of Extension rests on the shoulders of local Extension Agents and how they incorporate new technology into their programs. One standard for the use of technology can not be set at the national or even state level; it rests with the Educators who are closest to the clientele they serve on a daily basis. I recommend that Educators evaluate their own knowledge of technology and find the areas they can improve upon. I believe in doing so, they will have the advantage of understanding the technology needs of their clientele. This self-evaluation also should bring forth new areas of programming to help clients become more technology literate.
Further Readings
Andragogy and Technology: Integrating Adult Learning Theory As We Teach With Technology [1]
Teaching with Technology [2]
Harnessing Technology to Serve Adult Literacy [3]
External Links
Journal of Extension [4]
Journal of Agricultural Education [5]
Information Technology: Extension's Future [6]
Use of Information technology by County Extension Agents of the Florida Cooperative Extension Service [7]
Delivery Systems-Is the "Latest" Technology the Greatest? [8]
Extension videos can be found at this link [9]
References
-Astroth, K. A. (1990). Information Technology: Extension's Future. Retrieved February 20, 2008, from Journal of Extension: www.joe.org
-Encarta Dictionary. (n.d.).
-Gregg, J. A., & Irani, T. A. (2004, June). Use of Information technology by County Extension Agents of the Florida Cooperative Extension Service. Retrieved February 20, 2008, from Journal of Extension: www.joe.org
-Rodewald, A. D. (2001, August). Delivery Systems-Is the "Latest" Technology the Greatest? Retrieved February 20, 2008, from Journal of Extension: www.joe.org
-Trede, L. D., & Miller, W. W. (1993). Educational Technology Tools used by Extension Professionals in the North Central Region. Journal of Agricultural Education , 85-92.
