Document Type

Honors Project

First Advisor

Dr. Amanda Campbell

Second Advisor

Dr. Jenny Martin

Third Advisor

Dr. Gwen Jones & Dr. Jennie Carr

Degree Award Date

Spring 5-2-2020

Keywords

self-efficacy, technology, teacher education, physical education

Disciplines

Educational Technology | Health and Physical Education | Higher Education and Teaching | Teacher Education and Professional Development

Abstract

The digital age has specifically called on physical educators to enhance their instruction using various digital tools (Krause, 2017). Although it is evident that physical educators need to incorporate technology, few studies have examined in-service physical education teachers perceived self-efficacy to integrate technology in their curriculum, and how mastery, vicarious, and social persuasion experiences impact overall self-efficacy. The purpose of this research is to analyze health and physical education (HPE) teachers’ self-efficacy toward technology integration in the physical education classroom, with a specific focus on how teachers’ present self-efficacy to integrate technology in physical education is related to prior training and experiences with technology. This quantitative study included 57 current HPE teachers who participated in a Computer Technology Integration Survey for Physical Education (CTISPE). Findings revealed that mastery experiences and social persuasion during physical education teacher education (PETE) programs may impact teachers’ present self-efficacy toward technology integration in physical education. Type of technology preparation during PETE programs and years of teaching did not predict teachers' present self-efficacy toward technology integration in physical education.

Recommended Citation

Werner, Danielle. "Exploring HPE Teachers' Self-Efficacy Toward Technology Integration." Senior Honors Projects, Bridgewater College, 2020.

Force Open Access

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