TPACK as a Strategy When Physical Education Teachers Face Technostress

Publication Date

9-4-2025

Document Type

Article

Publication Title

Journal of Physical Education Recreation and Dance

Volume

96

Issue

7

DOI

10.1080/07303084.2025.2520201

First Page

35

Last Page

39

Abstract

In today's rapidly evolving educational landscape, physical education (PE) teachers face unique challenges as they integrate technology into their practice, while also maintaining the essence of PE and meeting changing student needs. This transition can lead to technostress, particularly when navigating the complexities of grading and reporting through learning management systems, online learning platforms, digital resources, and fitness software, as well as staying abreast of evolving content standards. This article explores five different types of technostress and offers strategies for overcoming it in order to meet the demands of day-to-day teaching, including the use of a Technological Pedagogical and Content Knowledge (TPACK) framework. By fostering an understanding of how technology aligns with pedagogical goals in the PE context, this framework aims to empower teachers to adeptly navigate educational technology complexities, fostering a more confident and adaptable teaching environment. This article also emphasizes the importance of engaging in ongoing professional development, collaborating with colleagues, reflecting on practice, and the implementation of TPACK in PE settings.

Funding Number

113-2425-H-003-010

Funding Sponsor

Ministry of Education

Department

Kinesiology

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