Technology use among physical education teachers in Georgia public schools
Stephanie Bennett-Walker, The University of Southern Mississippi, United States
The University of Southern Mississippi . Awarded
Even though the fusion of technology and physical education seems to be counterproductive, implementing technology in physical education could be an asset and beneficial to the goals of physical education. There is a continuum of technology hardware suitable for physical education such as websites/internet, heart rate monitors, pedometers, computers, hand-held devices, multimedia software, virtual reality machines, and videotaping/CD players.
The purpose of this study was to examine the use of technology by physical education teachers in Georgia public schools. Additionally, the study looked at the relationships of the teacher demographics, such as gender, years of teaching experience, technology training, and the grade level taught with technology use. Factors influencing or limiting the use of technology among physical education teachers were also examined.
Subjects for this study included 181 Georgia elementary, middle, and high school physical education teachers. The instrument was a survey questionnaire consisting of 21 Likert-scale questions items and 8 demographic questions. The questionnaire assessed the participants' technology use, and barriers that prevent technology use.
Survey findings indicate that the top five types of technology used by physical education teachers in Georgia public schools were CD/tape players (92.3%), stopwatches (92.8%), Internet to gain information (91.1%), computers for preparation (82.1%), and video/VCR (69.3%). The five types of technology least used were heart rate monitors (19.1%), computer assisted instruction (17.3%), computers during lessons (17%), personal digital assistants (12.1%), and hyperstudio (10.8%). A chi-square analysis found that there were significant differences between gender and technology use with hyperstudios. There were also statistical significance among instructional levels and technology use with CD/tape players. No statistical significance was found between years of experience and technology use.
Fifty percent of the respondents indicated that lack of time was a barrier to technology use. Moreover, 48.3-48.6% stated lack of money and lack of access were barriers. Only 27.6% believed lack of training was a barrier, and 20.2% of the teachers indicated that lack of desire was a barrier.
Bennett-Walker, S. Technology use among physical education teachers in Georgia public schools. Ph.D. thesis, The University of Southern Mississippi.
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