ERIC Number: EJ1056206
Record Type: Journal
Publication Date: 2015-Jan
Abstractor: As Provided
A Mixed Methods Analysis of a Single-Course Strategy to Integrate Technology into PETE
Wyant, James D.; Jones, Emily M.; Bulger, Sean M.
Journal of Teaching in Physical Education, v34 n1 p131-151 Jan 2015
In recent years increased attention has been placed on physical education teachers' use of technology. To date little research has been disseminated regarding the strategies physical education teacher education (PETE) programs are employing to prepare preservice teacher's to use technology. The purpose of this study was to examine the influence a technology course had on advancing change in preservice teachers. A mixed methods process involving qualitative and quantitative data collection was employed. Participants included 12 preservice teachers enrolled at a mid-Atlantic university. Data analysis revealed four dominant themes emerged from participant data: (1) Increased Technological and Technological Pedagogical Knowledge; (2) Persistent First- and Second- Order Barriers to Technology Use; (3) Necessity of Experiential and Hands-on Learning; and (4) Variation in Warrant for Technology Use. Findings illustrate strengths and limitations of a technology course in a preservice PETE program as well as its potential benefits and impediments to manifesting teacher change.
Descriptors: Mixed Methods Research, Physical Education Teachers, Teacher Education Programs, Technology Integration, Technology Uses in Education, Educational Technology, Preservice Teachers, Pedagogical Content Knowledge, Technological Literacy, Barriers, Experiential Learning, Student Surveys, Semi Structured Interviews, Journal Writing, Pretests Posttests, Teacher Competencies
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Stages of Concern Questionnaire
Grant or Contract Numbers: N/A