UNFOLDING THE BARRIERS TO TEACHING AND LEARNING WITH TECHNOLOGY AMONG UNDERGRADUATE PRE-SERVICE TEACHERS

Abstract

The main purpose of this study is to determine the main barriers to learning PE with Coach’s Eye mobile application [TechSmith Corp.] and mobile device. We used an Interpretive Phenomenological Analysis (IPA) approach and found that undergraduate physical education (PE) pre-service teachers feared failure when learning sports skills with technology after completing the intervention for six weeks. Despite the intervention group improving their sports skills more than the control group, they also reported a higher tendency of bias when learning sports skills with technology. The participants also highlighted reduced practice time and added responsibilities as a hindrance to this method’s adoption. Our work answers the questions regarding participants’ perceived barriers, technological literacy towards learning sports skills, and motivation to embrace teaching and learning with technology. We also suggested the potential benefits of learning PE with technology for students and educators which warranted future studies to find solutions to mitigate pre-service PE teachers’ concerns about using technology in their teaching sessions. Additionally, future studies are needed to expand our understanding of learning with technology in other sports categories (e.g., invasion, target), the context of learning, and the cognitive ability of various populations.