Dr. Helena Baert Assistant Professor Physical Education SUNY Cortland, NY, USA
Abigail Stewart, BSc Candidate, SUNY Cortland
The national standards for physical education teacher education (PETE) in the US state that teacher candidates should be able to plan and implement technology infused lessons that meet lesson objectives and enhance learning in physical education (standard 3.7). Research shows that role modeling of technology integration can have a positive impact on the attitudes teacher candidates have in relation to integrating technology that as a result will enhance learning (Mishra & Koehler, 2006). The purpose of the study was to examine the perceptions of physical education teacher candidates on the integration of technology within a large PETE program that does not require pre-service teachers to take an undergraduate technology course; rather, technology is embedded within the program. In addition, the effects of role modeling by current and past university professors on technology integration were evaluated. This study used the Technological, Pedagogical, and Content Knowledge (TPACK) framework as the theoretical foundation and examined the effect of role modeling on the seven different constructs that make up the TPACK framework (Mishra & Koehler, 2006) using a survey adopted from Schmidt et al. (2009). Results showed that pre-service teachers perceived high levels of TPACK. Role modeling of technology made a significant impact on their perceived levels of technological knowledge (TK), technological content knowledge (TCK), technological pedagogical knowledge (TPK) and technological, pedagogical content knowledge (TPACK). The types of technologies modeled within the PETE program were focused around computer technologies, physical activity monitoring, and video feedback. Further research is encouraged to evaluate and compare perceived and actual TPACK levels of pre-service teachers.
TPACK, PETE, technology, physical education, pre-service, role modeling
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