Level of use of the Internet by Ohio State University extension educators

The purpose of the study was to describe the level of use of the Internet by Ohio State University (OSU) Extension educators. The study investigated also the relationships between the level of use of Internet and selected factors.;A descriptive-correlational research design was used. A questionnaire was developed and mailed to Extension educators (n = 207) employed within the state of Ohio by OSU Extension during January and February 1997. Validity and reliability were established for the instrument.;Descriptive research techniques were used to describe the selected factors associated with an educator's decision to use the Internet. Correlations were used to determine the relationships between selected factors and Internet use. Semi-partial regression was used to determine which selected factors determined the unique variance of Internet.;Extension educators rarely or occasionally use the Internet. Ninety-four percent of the Extension educators have Internet access at work; 47% of the educators had access at home. Extension educators were a little or somewhat proficient with the skills needed to use the Internet. Educators were most proficient at e-mail with a somewhat positive perception of the Internet.;Data showed significant substantial associations for home access, computer literacy and proficiency, and Internet literacy. Very strong association existed for Internet proficiency and perception of the Internet. Explaining the unique variance in Internet use were Internet proficiency, home access, and perception of the Internet.;Extension educators have taken the first step in forming a decision to use the Internet. However, Extension educators typically don't use the Internet because they lack the proficiency in the skills needed to use the Internet. With a positive perception of the Internet, a potential exists to persuade others within Extension to use the Internet. Extension educators who are very proficient in the Internet are the educators who use the Internet.;Extension educators need to be given more information and training on the use of the Internet. Training inservices need to be top priority. Extension educators using the Internet should be rewarded. Given job announcements, educators need to develop proficiencies using distance education technologies.