Dissertation Study Proposal
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This dissertation proposal explores the integration of technology in physical education teacher education programs in Canada and the US, examining the preparedness of faculty to effectively incorporate these tools into their curricula. The study aims to assess current faculty members' technological proficiency, the level of technology integration, and the factors influencing this integration. Using a survey research methodology, the study will gather data on perceptions of technology use among physical education teachers and faculty, providing a descriptive overview of the current landscape in this educational field.
Dissertation Study Proposal
- 1. THE INCLUSION OF TECHNOLOGY IN PHYSICAL EDUCATION TEACHER EDUCATION PROGRAMS IN CANADA AND THE UNITED STATESProposal of Dissertation StudyHelena BaertDec. 8, 2009University of Arkansas
- 2. Introduction1998: DePauw stated that in every university Kinesiology Physical Education department in the US technology is used within instructional programs as a way to inform pedagogy.New innovations track heart rate, motivate new movers, make students think about why and how they move, encourage kids to get off the couch!
- 4. ARE PE TEACHERS PREPARED TO USE THESE TECHNOLOGIES IN THEIR CLASSROOMS?
- 5. ARE PE TE EDUCATORS PREPARING PE TEACHERS TO USE THESE TECHNOLOGIES IN THEIR CLASSROOMS?
- 6. Statement of the ProblemWith the inclusion of the new 2008 standards for future PE teachers, PETE faculty have the task to create instruction that effectively integrates technologyI ask whether or not current faculty members of PETE programs are adequately prepared to take on such a task.
- 7. Research QuestionsWhat do current PE educators believe to be their technological proficiency levels? What is the current level of integration of technology of current PE educators? What factors affect technology use of PETE faculty within the PETE programs?How are PETE programs integrating technology?
- 8. Relevant LiteratureBenefits of Educational TechnologyTechnology in Higher EducationTechnology in Teacher EducationTechnology in PETETechnology IntegrationDiffusion TheoryApproaches to integrating technologyFactors Influencing Technology IntegrationPerceptions on Technology IntegrationTechnology in Physical Education
- 9. Type of studyThis study will provide a descriptive overview of the current scope regarding the integration of technology in Physical Education Teacher Education programs across North America. Survey ResearchFuture: Case Studies, PD Interventions
- 10. Methods
- 11. ParticipantsPETE Faculty MembersCanada and USACluster Sampling
- 12. Instrument DevelopmentReview the literatureDesign the instrumentPanel of experts review and pre-test the survey instrument Pilot test the instrument Final survey design and planningSurvey study
- 13. InstrumentHowland and Wedman (2004): instrument of integration of technology of faculty within teacher education programs.Conceptual framework based on learning phases that encourage teaching and learning using emerging technologies Measures technology proficiency perceptions & level of technology integration.
- 14. Section 1: Technology proficiency Perceptions of personal skill and knowledge levels of technologyNon-use: I have no knowledge/limited knowledge.Awareness: I am aware of this technology and how it can be used.Exploration & Learning: I’m in the process of learning this technology.Application: I use this technology.Sharing and Reflection: I encourage colleagues to use this technology through discussion, modeling, mentoring, collaborative planning, or other means.
- 15. Section 2: IntegrationPerceptions of integration in teaching:Not applicable: I do not believe this technology has application for me or for the curriculum area(s) I teach and is not relevant as a teaching and learning tool.None: no use in course(s)Some:some use in course(s)Well-integrated:natural part of course(s)
- 16. Section 1 & 2 (example)
- 17. Section 3: FactorsFactors perceived by the PETE faculty members to affect their technology integration.5-point Likert Scale (SA – SDA)Using common factors from research + open ended option: Fear, Training, Pedagogical Beliefs, Motivation, Time, Student Needs, Funding, Accessibility, Institutional Culture, Technical Support, Institutional Vision, Professional Organizational Guidelines/ Standards
- 18. Section 4: DemographicsApproaches to Integration of Technology:Single CourseTechnology InfusionStudent Performance AssessmentCase-based IntegrationOther: gender, age, country, years spent teaching PE at the higher education level, number of PE courses taught each year, highest degree completed, level taught (undergraduate, graduate: Masters/Doctorate), degrees offered in institution, number of PETE faculty members part-time and full-time, number of students majoring in PE at institution, NASPE/NCATE accredited for US schools.
- 19. Instrument developmentValidity: Face & Content ValidityDefine the domain of interest.Select a panel of experts in the content domain.Table of specifications to match the items to the performance domain and judges will be asked to assess the degree to which a given item matches the set objective.Index of Item-Objective Congruence or IIOC value will be calculatedReliability:Internal Consistency MethodCronbach’s Alpha’s
- 20. Data CollectionPre-notice letter sent a few days prior to the questionnaireInitial survey mailing including a cover letter explaining why the response is importantThank you postcard sent a few days after the questionnaireReplacement questionnaire sent 2-4 weeks after the first survey mailingFinal contact made by telephone or other mode of contact thanking participants for their cooperation.(Dillman, 2007: Tailored Method Design)
- 21. Data AnalysisDescriptive statistics: MeansStandard DeviationsFrequenciesConfidence Intervals Reliability: Cronbach’s AlphaItem-to-total Correlations
- 22. Questions?