The use of innovative technology with the purpose of practicing modern agriculture goes with transformation. The key elements that integrate technology for practical uses in modern agriculture include monitoring, recording, stock-taking, simulation, analyzing, measuring, and production purposes. This study attempts to examine various purposes based on when TVET lecturers employ modern technology in agricultural program teaching. The ultimate goal was to identify and ascertain whether TVET lecturers are effectively integrating modern technology in order to accomplish a certain technological purpose. This research method uses qualitative research involving 20 lecturers from three TVET college campuses who were interviewed and observed during teaching agricultural programs. The non-probability sampling method used purposive and convenient sampling techniques to select suitable and knowledgeable participants to share experiences. Data were thematically analyzed and presented using a conceptual model. The study found that the purpose of integrating technology into agriculture program teaching is hampered by a lack of technical resources and tools. Other important findings are based on various purposes that would be used to train modern agriculture if technical resources and tools are made available. Time-savings is the ultimate purpose of integrating technology into modern agricultural programs. To achieve training in modern agriculture with a swift technology integration, suitable technical resources and tools should be made available for the teaching of agricultural programs. Various purposes would be unleashed if technical resources and tools are made available to support the implementation of training modern agriculture. This research has implications to lecturers and TVET colleges offering agricultural programs, as it provides guidance to use technology with the purpose of practicing modern agriculture.

Keywords: Purposes, innovative technology, training, agricultural programs, TVET colleges.