Preservice Physical Education Teachers’ Technological Pedagogical Content Knowledge

Abstract

Effective technology integration within all areas of education is an objective in most schools given the amount of time students are using technology personally and at school. PE teachers have been challenged to find innovative ways to integrate technology to enhance student learning. A specific type of knowledge is necessary for integration entitled technological pedagogical content knowledge (TPACK; Koehler & Mishra, 2008). TPACK provides the theoretical framework for this study and defines the type of knowledge PETE candidates must possess to be prepared to meet the needs of their students and national and state standards. Online instrumentation of a modified version of Pre-Service Teachers’ Knowledge of Teaching and Technology (Semiz & Ince, 2012) was completed by 91 preservice PETE candidates from several universities in the Northeast. A 5-point Likert-type scaling technique and open-ended responses were used on the 39-item inventory to assess the seven types of knowledge that PETE candidates may possess, along with specific open-ended questions regarding modeling of technology by professors, cooperating teachers, and what the PETE candidates have used thus far. Analyses revealed a significant association between the amount of TPACK that preservice teachers perceived having and the technology that PETE faculty modeled, including various methods for implementation. Open-ended responses indicated that PETE faculty were likely to use traditional forms of technology (PowerPoint and video); however, cooperating teachers were using more current technology including SMART Boards and iPads. This study has shown that PETE programs are creating opportunities for technology to be integrated; however, more examples using current technologies need to be modeled by PETE faculty and cooperating teachers. Therefore, preservice teachers will be well trained in implementing technology within a lesson.