Physical Education Teacher Perceptions of Technology-Related Learning Experiences: A Qualitative Investigation

Purpose: The purpose of this study was to examine in-service physical education teachers' perceptions of and perceived value of technology-related learning across three formal training experiences (pre-service education, in-service continuing professional development, and graduate education). M...

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Bibliographic Details
Published inJournal of teaching in physical education Vol. 37; no. 2; pp. 175 - 185
Main Authors Baek, Jun-Hyung, Jones, Emily, Bulger, Sean, Taliaferro, Andrea
Format Journal Article
LanguageEnglish
Published Human Kinetics, Inc 01.04.2018
Subjects
Educational Technology
Elementary Secondary Education
Faculty Development
Inservice Teacher Education
Learning Experience
Observation
Physical Education Teachers
Preservice Teacher Education
Qualitative Research
Rural Areas
Semi Structured Interviews
Surveys
Teacher Attitudes
Teaching Methods
Technology Integration
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Summary:Purpose: The purpose of this study was to examine in-service physical education teachers' perceptions of and perceived value of technology-related learning across three formal training experiences (pre-service education, in-service continuing professional development, and graduate education). Methods: Twelve teachers enrolled in a graduate-level physical education teacher education program at a rural mid-Atlantic university participated in the study. Participants completed the Stage of Adoption of Technology survey (Christensen, 1997) and engaged in individual semi-structured interviews. Results: Six learning sources and four themes relative to participants' perceptions of and perceived value of technology learning experiences emerged from the interview which include (a) absence of technology in K-12 PE, (b) technology-centric experience, (c) broadened awareness through observation, and (d) growth through hands-on experience. Conclusion: The findings align with and extend to previous research that suggests technology experiences must be dynamic, authentic, and tailored for individuals at different stages of technology adoption.
ISSN:0273-5024
DOI:10.1123/jtpe.2017-0180