The U.S. Department of Education federal program Enhancing Education Through Technology, supports improving student academic achievements through the use of educational technology (U.S. Department of Education, 2009). Opportunities to engage individuals with technologies are not limited in the traditional classrooms but can expand to the gymnasium. Schools across the U.S. are asking teachers to complete professional development activities to enhance teacher understanding of how to integrate technology in their classrooms to increase student learning (Zemelman, Daniels, & Hyde, 1998; Snyder, Tan, & Hoffman, 2005).
The purpose of the research was to examine; a) comfort level of PE teachers in integrating digital technologies geared specifically for the gymnasium, b) type of professional development provided to PE teachers to prepare them for the use of technology, c) barriers PE teachers must overcome to integrate and use various technologies.
Method:
The current research study surveyed practicing teachers in the Central District SHAPE. Of those provided the survey only PE teachers were asked to complete the study, and 231 completed and responded to the questionnaire. The survey was administered by an online system, Qualtrics. The survey consisted of directional questions developed to ask queries pertaining to Physical Educators' response to survey questions. Following data collection, survey responses were uploaded to and analyzed in SPSS version 20. Descriptive statistics and variables were analyzed. The statistical analysis used to determine these outcomes were empirical sound descriptive notations, relationship correlations, and T-Tests. Significant alpha level was established at 0.05.
Analysis/Results:
PE teachers reported they felt comfortable with technology use in their classroom; 87.7% reported to agree that they felt comfortable integrating technology in existing student activities and 80% agreed that they were comfortable with the knowledge base of how to use the technology that was available at their school. However, over 45% reported that they had not received adequate professional develop on technology devices and usage. Teachers with 16 + years of experience reported to have the most difficulty in integration and technology knowledge represented by higher discomfort levels compared to teachers with less experience. Funding and resources were noted in the research as the main barriers for little technology integration.
Conclusions:
The research reports positive feedback concerning comfort levels integrating technology; however professional development and resources were limited. Future research should examine college education preparation courses for Physical Educators, and professional development opportunities in regards to technology.