ABSTRACT
Teachers today must not only be prepared to use technology, but must also know how to use technology to support children’s learning (Butler et al., 2015). Thomas and colleagues (2013) believe that faculties must incorporate and model technological pedagogical content knowledge (TPCK) within the teacher education curriculum to create a TPCK environment. This chapter explores how two initial teacher educators (ITE’s) became empowered, through situated learning, to integrate iPads into their teaching to enhance learning in pre-service generalist teachers’ elementary physical education modules. In preparation for the integration of technology the ITE’s found that ‘time’ was their most valuable commodity. All planning, preparation, upskilling, personal learning and development around engaging with and integrating technology was self-initiated. In integrating iPads and appropriate applications into their teaching and learning, the ITE’s found that very thoughtful weaving of technology, pedagogy and physical education content was key. Faculty support, through funding the hardware required, providing technical support and funding professional development are key factors when initiating digital technology integration. Integration of digital technologies must be valued by faculty in order for it to have benefit for both ITEs and pre-service teachers.
