Technology Use in Physical Education: Insights From New York State Teachers

Abstract

Purpose : This study investigated technology use among physical education teachers in New York State, focusing on the types of technology employed and the influence of demographic factors on usage. Methods : A cross-sectional design was used, with data collected via an online questionnaire and analyzed through descriptive statistics and multiple regression. Results : Technologies ranged from basic tools like stopwatches to advanced options such as augmented reality, though the latter were less frequently used. Regression analysis indicated that demographic factors explained 25.9% of the variance in technology usage, R 2 = .259, F (14, 246) = 6.14, p < .001, with significant predictors including professional development hours (β = 1.58, p = .006), school size (β = 1.86, p < .001), and technology budget (β = 1.52, p = .003). Conclusions : Addressing key predictors, such as professional development, and resource availability may bridge gaps and promote broader, more effective technology integration in physical education.