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.
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James D. Wyant, Emily M. Jones, and Sean M. Bulger
Emily M. Jones, Jun-hyung Baek, and James D. Wyant
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.
Chad M. Killian, Risto Marttinen, Donal Howley, Julia Sargent, and Emily M. Jones
This research note suggests the emergence of Artificial Intelligence-powered chatbots like ChatGPT pose challenges to the future of higher education. We as a field should pay attention to issues and opportunities associated with this technology across learning, teaching, and research spaces. We propose ignoring, or being indifferent to, predictions about what technologies like Artificial Intelligence-powered chatbots can do can cause us to do “dumb things.” All health and physical education teacher education faculty members should make efforts to learn about these tools to facilitate informed, solution-focused decisions about whether and where to leverage them. We highlight the importance of maintaining sociocritical perspectives when considering use of digital technologies to understand and address digital (in)equity and promote equitable practices. We conclude by emphasizing the need for field-specific consensus statements to guide ethical and appropriate use of Artificial Intelligence-powered chatbots, to ensure the value of these tools is harnessed for the good of the society. [Output by ChatGPT-3]
Timothy A. Brusseau, Sean M. Bulger, Eloise Elliott, James C. Hannon, and Emily Jones
This paper discusses lessons learned from the process of conducting community-based research with a focus on issues and topics of potential importance to leaders of departments of kinesiology. This paper is written from the perspective of physical education teacher education faculty implementing comprehensive school physical activity programming. Specifically, the paper focuses on the intersection of physical education and public health, the reconceptualization of training physical education teachers, related opportunities for community-engaged learning, and the process of relationship building in schools and communities. It is the authors’ intent that this paper will stimulate discussions relative to these topics among leaders of and faculty within kinesiology departments.
Emily M. Jones, Andrea R. Taliaferro, Eloise M. Elliott, Sean M. Bulger, Alfgeir L. Kristjansson, William Neal, and Ishonté Allar
Increasing rates of childhood obesity has prompted calls for comprehensive approaches to school-based physical activity (PA). The purpose of this study was to evaluate the feasibility of comprehensive school physical activity program (CSPAP) development and related contextual issues within a rural Appalachian county using a Systems Approach. A multicomponent needs assessment was conducted, including 11 school site visits with interviews with school personnel, physical space audits, and self-reported professional development, curricular, and equipment/resource needs. Data were summarized into case narratives describing context, space/facilities, and school assets/needs. Member checks verified the accuracy of narratives and inductive cross-case analysis was used to explore emergent themes. Six themes emerged: Leadership/Capacity Building, PA Access and Opportunities, Physical Education/PA Equipment and Resources, Physical Fitness Data Management and Reporting, Equity and Access to Safe and Usable Play Spaces, and Community Connections. Results support the feasibility of CSPAPs in rural communities and provide insight to factors influencing CSPAP. This study provides a framework for schools considering the development of CSPAP.