Background/Purpose: Educational organizations, such as National Association for Sport and Physical Education (NASPE) and International Society for Technology in Education (ISTE), established technology-related standards indicating the knowledge and skills necessary for teachers to integrate technology. Such standards have challenged teacher education programs to restructure existing PETE program to prepare teachers to have knowledge, skills, and dispositions necessary for successful technology integration (Jones, Bulger, & Wyant, 2012). Yet, physical education (PE) teachers frequently reported that they still do not feel sufficiently prepared to incorporate technology into their classroom (Juniu, Shonfeld, & Ganot, 2013). Thus, the purpose of this study was to examine in-service PE teachers' past learning experiences to integrate technology from three mediated learning situations and their perceptions of them. Methods/Analysis: Twelve PE teachers, who were enrolled in the Master's PETE program at a rural mid-Atlantic university were invited to participate in this current study based on the results of the Stage of Adoption of Technology (SAT) survey (Christensen, 1997). All participants completed an individual audio-recorded, structured interview regarding their past technology-related learning experiences in the three mediated learning situations. Inductive content analysis was used to examine the emergent themes (Elo & Kyngas, 2008). Trustworthiness of the data was established through member check, investigator triangulation, and peer debriefing. Results: With regard to technology-related learning experiences, the inductive content analysis revealed six learning sources: a) sport and exercise science coursework, b) discipline-specific pedagogy coursework, c) general teacher education coursework, d) school-wide technology workshops, e) discipline-specific technology workshops, f) discipline-specific technology coursework. Two overarching themes emerged from the interview data regarding participants' perceptions of those learning experiences: a) technology-centric/focused experience, and b) hands-on technology experience and observations. Conclusion: Since the level of teachers' knowledge and technology use are different, there should be various learning activities to address the different needs of teachers. The following technology integration training strategies would be appropriate: a) faculty education to model meaningful technology integration examples, b) self-exploration for deep understanding of technology, c) providing situation-based learning for extending learned knowledge, d) university collaboration with local K-12, and e) creating a learning community.
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