{"id":9149,"date":"2024-02-09T17:21:21","date_gmt":"2024-02-09T22:21:21","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=9149"},"modified":"2024-02-09T17:21:21","modified_gmt":"2024-02-09T22:21:21","slug":"9149","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/9149","title":{"rendered":""},"content":{"rendered":"\n<p>Wyant, J. D. (2012). <em>A mixed methods analysis of a single-course strategy to integrate technology into PETE<\/em> (Publication No. 3530329) [Doctoral dissertation, West Virginia University]. ProQuest Dissertations &amp; Theses Global.<\/p>\n\n\n\n<p>Abstract:<\/p>\n\n\n\n<p><strong>\u201cBackground\/Purpose:<\/strong> In recent years increased attention has been placed on physical education teachers&#8217; use of instructional technology. To date little research has been disseminated regarding the specific strategies physical education teacher education (PETE) programs are employing to prepare pre-service teacher&#8217;s to use technology. The purpose of this study was to examine the impact of a domain-specific instructional technology course on advancing change in stages of concern and stages of adoption among pre-service teachers. <strong>Methods:<\/strong> A mixed methods process involving qualitative (i.e., weekly journal entries and post-course semi-structured interviews) and quantitative (i.e., pre and post course survey) data collection was employed. Participants included 12 undergraduate PETE candidates enrolled at a mid-Atlantic university. Data analysis involved descriptive statistics, inductive analysis, and mixing of qualitative and quantitative data to produce independent case profiles. Data reduction and cross-case synthesis were then used to identify within and across group themes. <strong>Analysis\/Results:<\/strong> Four dominant themes emerged from participant data: (1) Increased Technological and Technological Pedagogical Knowledge; (2) Persistent First- and Second- Order Barriers to Technology Use; (3) Necessity of Experiential and Hands-on Learning; and (4) Variation in Warrant for Technology Use. The four themes included a total of nine sub-themes that illustrate the benefits and limitations of a single-course strategy in facilitating pre-service teacher use of instructional technology. Conclusions: Faced with the challenge of preparing PETE candidates to effectively integrate technology in their teaching, faculty need to implement a combination of strategies to advance technology perceptions and promote its meaningful application in physical education classrooms.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Wyant, J. D. (2012). A mixed methods analysis of a single-course strategy to integrate technology into PETE (Publication No. 3530329) [Doctoral dissertation, West Virginia University]. ProQuest Dissertations &amp; Theses Global. Abstract: \u201cBackground\/Purpose: In recent years increased attention has been placed on physical education teachers&#8217; use of instructional technology. To date&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/9149\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[14,7],"tags":[198,513,563],"coauthors":[],"class_list":["post-9149","post","type-post","status-publish","format-standard","hentry","category-empirical-research","category-dissertation","tag-physical-education","tag-preservice-teachers","tag-teacher-education","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/9149","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=9149"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/9149\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=9149"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=9149"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=9149"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=9149"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}