Teaching with Unmanned Aircraft Systems: Perceptions of Iowa SBAE Instructors

Abstract

Unmanned Aircraft Systems (UAS/drones) have seen a transition from their initial military uses to various commercial applications (Scarcella, 2016). The primary purpose of this study was to determine the perceptions of Iowa secondary agriculture teachers regarding the teaching of UAS technology in the curriculum and their willingness to participate in future professional development training. Founded in Bandura’s Self-Efficacy Theory, we also sought to determine respondents’ perceived level of capacity to teach UAS-related curriculum. Using a reliable, validated, and pilot tested electronic survey instrument, thirteen of fourteen UAS- related curricular components were perceived Very Important for integration in SBAE programs as indicated by mode. Teachers further identified having No to Some Capacity for teaching twelve of the fourteen curricular criteria. Borich’s weighted mean discrepancy scores (WMDS) were calculated to prioritize respondents’ professional development needs regarding the UAS- related curricular criteria. We conclude Iowa secondary agricultural education teachers are in urgent need of training opportunities. Future training should be aligned with best practices founded in Bandura’s Self-Efficacy Theory, specifically in providing mastery experiences to increase personal self-efficacy. A national study of SBAE teachers and additional research with teachers from other STEM areas is warranted.