Educational technologies have been known to positively impact teaching and learning in physical education. This rapid development of new technologies has encouraged physical education teacher education (PETE) programs to prepare preservice physical education teachers (PPETs) with experiences rooted in technological pedagogical content knowledge (TPACK). This study aimed to understand current PPET experiences with technology in a secondary methods course. A total of 14 participants from two PETE programs participated in this study. Semi-structured interviews were conducted and later analyzed using a grounded theory methodology. Two themes were discovered: (a) PPETs used technology to plan, instruct, and/or assess their secondary physical education classes, and (b) PPETs encountered barriers when using technology. Future research should examine the levels of technology understanding among PPETs.

众所周知，教育技术会对体育教学产生积极影响。新技术的快速发展鼓励体育教师教育 (PETE) 计划培养具有扎根于技术教学内容知识 (TPACK) 经验的职前体育教师 (PPET)。本研究旨在了解当前 PPET 在辅助方法课程中使用技术的经验。来自两个 PETE 项目的总共 14 名参与者参加了这项研究。进行了半结构化访谈，然后使用扎根理论方法进行分析。发现了两个主题：(a) PPETs 使用技术来计划、指导和/或评估他们的中学体育课，以及 (b) PPETs 在使用技术时遇到障碍。