An Examination of Physical Education Technology Courses in Physical Education Teacher Education

Purpose : This study explored how physical education-specific technology courses within physical education teacher education (PETE) programs address students’ Technological, Pedagogical, and Content Knowledge (TPACK), given that successful technology integration in PETE remains unclear. Method : A case study design was used to examine six PETE programs’ physical education-specific technology courses within the United States. Semistructured interviews with course instructors and course materials (e.g., syllabi, assignments) were inductively analyzed to explore how they addressed TPACK components and PETE technology standards. Results : All courses addressed varying components of TPACK and PETE technology standards. Additional thematic analysis showed that all courses encouraged (a) hands-on practical experience, (b) technology exploration, (c) empowering teachers, and (d) digital citizenship advocacy. Discussion : PETE programs currently with or those considering a physical education-specific course should ensure they enhance students’ TPACK by specifically addressing technology use in lesson planning, lesson delivery, assessment, and advocacy in program and course experiences.