Background/Purpose In 2008, the national PETE standards included a more integrated approach to teaching pre-service teachers about technology and stated that teacher candidates should be able to plan and implement technology within learning experiences to meet lesson objectives.With the inclusion of the 2008 standards for future PE teachers, PETE faculty have the task to create instruction that effectively integrates technology. This study investigated the preparedness for technology integration of 198 teacher educators within nationally recognized PETE programs.
Method The study used survey research to identify current technologies used, analyze current level of technology proficiency in relationship to the level of integration, identify factors that aid or hinder the technology infusion process and examine approaches PETE programs use to integrate technology within PETE programs. Roger's Diffusion Theory and the Technological Pedagogical Content Knowledge Framework were used as theoretical guides.
Analysis/Results Results indicated that the level of proficiency predicted integration levels significantly. Computer technologies, pedometers and heart rate monitor were tools most often integrated within PETE programs. Furthermore, PETE teacher educators expressed concerns related to the abundance of technologies as well as the limited availability and accessibility of technologies both at the PETE level and within K-12 schools.
Conclusions The results and literature suggest PETE faculty can enhance technology integration by developing a clear vision of technology integration, creating a technology plan, constructing teaching technology labs, exploring various professional development models, learning effective modeling of technology infusion in the classroom, and encouraging faculty-practitioner collaboration.