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Chapter 6: The Effects of Professional Development on Technological Competency and the Attitudes Urban Physical Education Teachers Have toward Using Technology

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Title: Chapter 6: The Effects of Professional Development on Technological Competency and the Attitudes Urban Physical Education Teachers Have toward Using Technology
Language: English
Authors: Ince, M. Levent, Goodway, Jacqueline D., Ward, Phillip
Source: Journal of Teaching in Physical Education. Oct 2006 25(4):428-440.
Availability: Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://www.humankinetics.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2006
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Negative Attitudes, Intervention, Competence, Faculty Development, Physical Education, Physical Education Teachers, Gender Differences, Educational Technology, Technology Integration, Technology Uses in Education, Computer Literacy, Urban Teaching, Teacher Attitudes, Computer Attitudes
ISSN: 0273-5024
Abstract: Teachers' attitudes toward the use of technology vary greatly. Studies show that many teachers have negative attitudes toward the use of technology and that gender differences exist, with females using technology less than their male counterparts. The purpose of this study was to examine the effects of a technology-focused professional development intervention on the technology competence of physical educators. A second purpose of the study was to examine the effects of a technology PD intervention on the attitudes toward technology, specifically physical education teachers' affinity for and aversion against technology. The participants were 41 physical education teachers from school districts in and around a large Midwestern U.S. city. This study found that a technology intervention produced significant gains in total technology competency, integration of technology competency, and affinity to technology from pre- to post-intervention. There was a trend to a significant group by time interaction for total technology competency. Based on the findings of the study, the authors contend that teachers in the field must be trained to use the new technologies that exist and to integrate them into their instruction in ways that support and enhance their instructional goals without inhibiting them. Likewise teachers in preservice programs must graduate with the necessary skills to use, integrate, and adapt technology in their teaching. (Contains 2 tables.)
Abstractor: ERIC
Entry Date: 2007
Access URL: https://www.humankinetics.com/jtpe/bissues.cfm
Accession Number: EJ748243
Database: ERIC
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  Data: Chapter 6: The Effects of Professional Development on Technological Competency and the Attitudes Urban Physical Education Teachers Have toward Using Technology
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teaching+in+Physical+Education%22"><i>Journal of Teaching in Physical Education</i></searchLink>. Oct 2006 25(4):428-440.
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  Data: Teachers' attitudes toward the use of technology vary greatly. Studies show that many teachers have negative attitudes toward the use of technology and that gender differences exist, with females using technology less than their male counterparts. The purpose of this study was to examine the effects of a technology-focused professional development intervention on the technology competence of physical educators. A second purpose of the study was to examine the effects of a technology PD intervention on the attitudes toward technology, specifically physical education teachers' affinity for and aversion against technology. The participants were 41 physical education teachers from school districts in and around a large Midwestern U.S. city. This study found that a technology intervention produced significant gains in total technology competency, integration of technology competency, and affinity to technology from pre- to post-intervention. There was a trend to a significant group by time interaction for total technology competency. Based on the findings of the study, the authors contend that teachers in the field must be trained to use the new technologies that exist and to integrate them into their instruction in ways that support and enhance their instructional goals without inhibiting them. Likewise teachers in preservice programs must graduate with the necessary skills to use, integrate, and adapt technology in their teaching. (Contains 2 tables.)
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 428
    Subjects:
      – SubjectFull: Negative Attitudes
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Competence
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Physical Education
        Type: general
      – SubjectFull: Physical Education Teachers
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Technology Integration
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Computer Literacy
        Type: general
      – SubjectFull: Urban Teaching
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      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Computer Attitudes
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      – TitleFull: Chapter 6: The Effects of Professional Development on Technological Competency and the Attitudes Urban Physical Education Teachers Have toward Using Technology
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            NameFull: Goodway, Jacqueline D.
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            NameFull: Ward, Phillip
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              Type: published
              Y: 2006
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