Utilization of Technology in Teaching Physical Education and the Performances of PE Faculty Members in a Selected College in Guangdong Province

Abstract

This study investigates the relationship between Physical Education (PE) teachers' technology integration knowledge and their teaching performance at a Sports School in Huizhou, China. The assessment utilizes a survey questionnaire adapted from prior research by Hosseini (2012) and Hosseini & Kamal (2013) to measure knowledge in technology, content, pedagogical, and content areas. The research explores whether a significant correlation exists between technology integration knowledge and teaching performance among PE teachers. The findings indicate that there is no statistically significant relationship between the ability to develop and conduct online assessments and various dimensions of technology integration knowledge among PE teachers. Despite an average correlation coefficient suggesting a moderately positive relationship, this result lacks statistical significance. Consequently, the data suggests that proficiency in online assessment development does not strongly correlate with a comprehensive understanding of technology integration knowledge.