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

in Journal of Teaching in Physical Education
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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.

Baek is with the Exercise Science, School of Kinesiology, Physical Education and Athletic Training, University of Maine, Orono, ME. Jones is with the School of Kinesiology and Recreation, Illinois State University, Normal, IL. Bulger and Taliaferro are with the College of Physical Activity and Sport Sciences, West Virginia University, Morgantown, WV.

Address author correspondence to Jun-Hyung Baek at junhyung.baek@maine.edu.
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