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Technology Tools, Proficiency, and Integration of Physical Education Teacher Educators

Technology Tools, Proficiency, and Integration of Physical Education Teacher Educators

Helena Baert
Copyright: © 2015 |Pages: 32
ISBN13: 9781466684034|ISBN10: 1466684038|EISBN13: 9781466684041
DOI: 10.4018/978-1-4666-8403-4.ch009
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MLA

Baert, Helena. "Technology Tools, Proficiency, and Integration of Physical Education Teacher Educators." Handbook of Research on Teacher Education in the Digital Age, edited by Margaret L. Niess and Henry Gillow-Wiles, IGI Global, 2015, pp. 223-254. https://doi.org/10.4018/978-1-4666-8403-4.ch009

APA

Baert, H. (2015). Technology Tools, Proficiency, and Integration of Physical Education Teacher Educators. In M. Niess & H. Gillow-Wiles (Eds.), Handbook of Research on Teacher Education in the Digital Age (pp. 223-254). IGI Global. https://doi.org/10.4018/978-1-4666-8403-4.ch009

Chicago

Baert, Helena. "Technology Tools, Proficiency, and Integration of Physical Education Teacher Educators." In Handbook of Research on Teacher Education in the Digital Age, edited by Margaret L. Niess and Henry Gillow-Wiles, 223-254. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8403-4.ch009

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Abstract

Accredited Physical Education Teacher Education (PETE) programs within the U.S. are bound by the implementation of national standards, which include a standard on the use of technology to meet lesson objectives. It is the responsibility of PETE faculty and program management to include technology within the program and insure that physical education pre-service teachers are well prepared to integrate technology into their teaching. This chapter investigates the perceptions of PETE faculty towards their technology proficiency, their use of technology in their courses, and the approaches PETE programs use to integrate technology and address the preparedness of pre-service teachers. Results show that PETE faculty use technologies such as computer technologies, pedometers, heart rate monitors and digital cameras most often, yet in general, perceive their proficiency and integration levels to be low. Their technology proficiency levels significantly predicted their level of integration. The chapter also includes recommendations for technology integration in PETE.

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