Empowering pe teachers in the digital age: a pretest-posttest study of the EduTechPJ module

Abstract

The integration of digital technology in education is essential for enhancing teaching effectiveness and learning outcomes. However, Physical Education teachers (PETs) often struggle to incorporate these technologies into their teaching strategies and professional responsibilities. This study investigates the effectiveness of the EduTechPJ^TM module, designed to improve the digital competencies of secondary school PETs. A total of 38 PETs participated in the training, aimed at equipping them with the skills necessary to integrate digital technology into their pedagogical and administrative practices. Using a pretest-posttest design, digital competencies were assessed before and after the training. Grounded in Connectivism Theory, Boyatzis Competency Theory, and the European Digital Competence Framework for Educators (DigCompEdu), the module adopts a holistic approach to developing digital skills. The results showed a significant improvement in digital competency scores, with means increasing from 73.1% in the pre-test to 92.7% in the post-test (p < 0.05). This improvement indicates the module’s efficacy in enhancing teachers' digital competencies, which encompass the integration of technology into teaching and administrative functions. The findings highlight the need for continuous professional development focused on digital technology integration and the potential of tailored modules like EduTechPJ^TM to bridge the digital competency gap among educators, particularly in Physical Education. This research contributes to the growing body of literature on digital competency in education and provides a framework for future training initiatives.