As teachers and society become more comfortable with various technologies, it is likely that technology will be implemented in all areas of the educational curriculum as well as physical education. The purpose of this study was to determine the extent to which individual physical education teachers in public schools were using technology as a tool for their students' education. Individuals who were currently teaching physical education in public schools in Indiana completed the Computer Usage Survey on the web (N = 400). To determine types of technology used, potential uses for technology, difference in the implementation of technology by gender and teaching experience, usage of the Internet, and physical educators' attitudes toward technology, statistics including descriptive statistics, Chi-square (X ), and One-way ANOVA were used (p < .05). The results of this study show that physical educators were more likely to use PC computers (both desktop and laptop) over Apple computers. Participant responses demonstrated a high usage of hardware devices such as Printers, hard drives, and CD drives, however, 5.25 floppy drives, external hard drives, Hand-held computers (i.e. Pocket PC or Companion PC), Personal Digital Assistants (PDAs), and smart boards were rarely used by physical educators. A significant positive relationship resulted between use of technology at school and at home. Significant differences were observed between male and female physical educators in types of technology used and purposes for using technology. Use of technology was significantly lower in the experienced physical educators group. Most of the physical educators use the Internet and they usually use it for research and teaching/assessment ideas. Physical educators in Indiana believed that technology has an important role and can enhance their teaching with implementation of technology. The findings of the present study demonstrated that use of technology among physical educators in Indiana has been changed dramatically within 10 years; however, the result emphasized importance of technology training programs for pre-service and in-service physical educators. / School of Physical Education, Sport, and Exercise Science

Thesis (M.A.)--Brock University, 2007. / Includes bibliographical references (leaves 72-82). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.A.)--Brock University, 2007. / Includes bibliographical references (leaves 72-82).

Thesis (Ph. D.)--Illinois State University, 2007. / Title from title page screen, viewed on February 11, 2008. Dissertation Committee: Thomas P. Crumpler (chair), Todd A. McLoda, Cheri A. Toledo, Nancy I. Latham. Includes bibliographical references (leaves 79-88) and abstract. Also available in print.

Thesis (Ph.D.)--Edith Cowan University, 2007. / Submitted to the Faculty of Education and Arts. Includes bibliographical references.

Thesis (Ph. D.)--Auburn University. / Abstract. Vita. Includes bibliographical references (p. 93-102).

Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: William G. Anderson. Dissertation Committee: Joseph R. Higgins. Bibliography: leaves 140-149.

Thesis (Ed.D.) -- Teachers College, Columbia University, 1991. / Typescript; issued also on microfilm. Sponsor: Nancy BrooksSchmitz. Dissertation Committee: Heidi Hayes Jacobs. Includes bibliographical references: (leaves 153-161).

Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript. Sponsor: H. A. Scott. Dissertation Committee: F. W. Cyr, J. L. Hutchinson, . Type C project. Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains vii, 75 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 49-54).