When Physical Education Meet Technology: Responding to Technological Needs of Teaching Physical Education

ID: 52328 Type: Brief Paper
  1. Sa Liu, Xiaolu Liu, Rulan Shangguan, Mihyun Lim, and Keating Xiaofen, University of Texas at Austin, United States

Thursday, March 29 4:15-4:35 PM Location: Bell View on map

Presider: Sa Liu, University of Texas at Austin, United States

Abstract: The increasingly critical role of technology in teaching has resulted in noticeable reform efforts and updating physical education teacher preparation (PETE) programs to meet new educational needs. This study investigated the technology components included in PETE undergraduate curricula in US public research universities. Using comparative content analysis, descriptive analysis, and proportion test, 89 PETE undergraduate curricula were examined focusing on technology course credits. The results revealed that: (a) PETE undergraduate programs were less likely to include technology components in their PETE curriculum across the U.S.; (b) among the programs that had technology components, 75% of them included technology credits in their degree/certificate requirements; and (c) fewer PETE oriented technology courses were specifically offered to PETE students. The data from the study suggested that there was a lack of technology-related training in the existing PETE undergraduate programs. More research is needed to ensure that preservice teachers possess the needed technological knowledge.

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