A Mixed Methods Analysis of a Single-Course Strategy to Integrate Technology into PETE.

摘要

Background/Purpose: In recent years increased attention has been placed on physical education teachers' use of instructional technology. To date little research has been disseminated regarding the specific strategies physical education teacher education (PETE) programs are employing to prepare pre-service teacher's to use technology. The purpose of this study was to examine the impact of a domain-specific instructional technology course on advancing change in stages of concern and stages of adoption among pre-service teachers. Methods: A mixed methods process involving qualitative (i.e., weekly journal entries and post-course semi-structured interviews) and quantitative (i.e., pre and post course survey) data collection was employed. Participants included 12 undergraduate PETE candidates enrolled at a mid-Atlantic university. Data analysis involved descriptive statistics, inductive analysis, and mixing of qualitative and quantitative data to produce independent case profiles. Data reduction and cross-case synthesis were then used to identify within and across group themes. Analysis/Results: 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. The four themes included a total of nine sub-themes that illustrate the benefits and limitations of a single-course strategy in facilitating pre-service teacher use of instructional technology. Conclusions: Faced with the challenge of preparing PETE candidates to effectively integrate technology in their teaching, faculty need to implement a combination of strategies to advance technology perceptions and promote its meaningful application in physical education classrooms.