Date of Graduation

8-2011

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Kinesiology (PhD)

Degree Level

Graduate

Department

Health, Human Performance and Recreation

Advisor/Mentor

Gorman, Dean R.

Committee Member

Murphy, Cheryl A.

Second Committee Member

Kern, Jack

Third Committee Member

Denny, George S.

Fourth Committee Member

Langsner, Stephen

Keywords

Physical education; Teacher education; Technology integration

Abstract

In 2008, the national Physical Education Teacher Education (PETE) standards included a more integrated approach to teaching pre-service teachers about technology and stated that teacher candidates should be able to plan and implement technology infused learning experiences that meet lesson objectives. With the inclusion of the 2008 standards, PETE faculty have the task to create instruction that effectively integrates technology. This study investigated the preparedness for technology integration of 198 teacher educators within nationally recognized PETE programs. The study utilized survey research design to identify current technologies used, analyze current level of technology proficiency in relationship to the level of integration, identify factors that aid or hinder the technology infusion process and examine approaches PETE programs use to integrate technology within PETE programs. Roger`s Diffusion Theory (2003) and the Technological Pedagogical Content Knowledge Framework (Mishra & Koehler, 2006) were used as theoretical guides. Results indicated low proficiency and integration levels. On average, proficiency levels were that of basic use of technology and integration levels indicated that PETE professors were aware of the use of technology but often did not integrate it or teach it to the students. In addition, the level of proficiency predicted integration levels significantly. Computer technologies, pedometers and heart rate monitor were tools most often integrated within PETE programs. PETE teacher educators expressed concerns related to the abundance of technologies as well as the limited availability and accessibility of technologies both at the PETE level and within K-12 schools. The results and literature suggest PETE faculty can enhance technology integration by developing a clear vision of technology integration, creating a technology plan, constructing teaching technology labs, and encouraging faculty-practitioner collaboration. In light of the 2008 national PETE standards, the results suggest that both the national and regional associations as well as PETE administrators should explore various professional development models in the area of both using technology (improving proficiency levels) as well as teaching effective teaching strategies related to technology (enhancing integration levels). Crucially, strategies where technology can assist in the enhancement of the overall quality of PE, in both PETE and K-12 PE, should be the main focus.

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