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Exploring the Process of Readiness for Technology Integration in Physical Education Teaching
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DOI：10.1123/jtpe.2025-0412.png)
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Abstract
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Purpose: This study explored the adoption process of technology integration in physical education teaching (TIE-PET) based on resource-based learning theory, focusing on teachers' personality types. It addressed three questions: (a) What are the common personality types of physical education teachers regarding TIE-PET? (b) Based on these personality types, what are their goals for TIE-PET? (c) What is the process of readiness for implementing TIE-PET? Method: Eight school physical education teachers participated in this qualitative study. Data were collected through interviews and documents and analyzed using a spiral analysis approach. Findings: Participants demonstrated three personality types (early adopter, positive energizer, and sports lover), each associated with pedagogical goals. The readiness process included recognizing the need for TIE-PET, preparing for implementation, and selecting tools. Discussion/Conclusion: Successful TIE-PET is a reflective and developmental process shaped by teachers' personalities, goals, and teaching contexts. Supportive environments and professional development are essential for effective technology use in physical education.
Keywords:
common personalities of PE teacher
digital natives
resource-based learning theory
big
concept
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