Scrabis-Fletcher, K., Juniu, S., & Zullo, E. (2016). Preservice physical education teachers’ technological pedagogical content knowledge. The Physical Educator, 73(4), 704-718. doi:10.18666/TPE-2016-V73-I4-6818

Abstract: 

“Effective technology integration within all areas of education is an objective in most schools given the amount of time students are using technology personally and at school. PE teachers have been challenged to find innovative ways to integrate technology to enhance student learning. A specific type of knowledge is necessary for integration entitled technological pedagogical content knowledge (TPACK; Koehler & Mishra, 2008). TPACK provides the theoretical framework for this study and defines the type of knowledge PETE candidates must possess to be prepared to meet the needs of their students and national and state standards. Online instrumentation of a modified version of Pre-Service Teachers’ Knowledge of Teaching and Technology (Semiz & Ince, 2012) was completed by 91 preservice PETE candidates from several universities in the Northeast. A 5-point Likert-type scaling technique and open-ended responses were used on the 39-item inventory to assess the seven types of knowledge that PETE candidates may possess, along with specific open-ended questions regarding modeling of technology by professors, cooperating teachers, and what the PETE candidates have used thus far.”