Exploring Pre-Service Physical Education Teacher Technology Use During Student Teaching

in Journal of Teaching in Physical Education
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  • 1 West Virginia University
  • | 2 University of Maine
  • | 3 University of the Pacific
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The purpose of this study was to investigate the factors influencing preservice teachers’ (PST) experiences integrating technology within a guided action-based research project in the context of student teaching.


Participants were enrolled at a rural, mid-Atlantic university (N = 80, 53 male; 27 female). Researchers retrieved archived data from five semesters of physical education (PE) student teaching cohorts. Data sources included: Technology Action Research Project poster presentations (n = 75) and reflective journal entries (n = 234). All identifiable information was removed, and qualitative data were analyzed inductively.


Three themes and subthemes emerged Student Clientele, Self as Teacher, and Others as Systems of Support as contributing agents in PSTs’ experiences integrating technology.


Results of this study support technology-rich field-based experiences for PSTs that are guided by an action research framework. Findings enhance our understanding of factors that facilitate and hinder early career PE teachers use of technology in teaching and learning settings.

Jones is with the College of Physical Activity and Sport Sciences, West Virginia University, Morgantown, WV. Baek is with the Department of Kinesiology and Physical Education, University of Maine, Orono, ME. Wyant is with the Department of Health, Exercise, and Sport Sciences, University of the Pacific, Stockton, CA.

Address author correspondence to Emily Jones at emily.jones@mail.wvu.edu.
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