Context: To date, no research examines athletic training educators’ (ATE) attitudes, or perceived barriers, toward technology use in course design and instructional delivery. Objective: To investigate relationships between ATE attitude toward, and use of, technology and to explore barriers of technology use in course design and instructional delivery. Design: A two-phase sequential, explanatory, mixed-methods design was used. Phase I included quantitative survey procedures. Phase II involved qualitative interview preocedures. Setting: Participants were ATEs affiliated with accredited athletic training programs in the United States. Participants: 224 ATEs participated. 12 participants were interviewed. Intervention: Participants completed a 48-item online survey regardingl attitudes and perceived barriers toward the use of technology in course design and instructional delivery. Semi-structured phone interviews were conducted with a subset of participants. Main Outcome Measures: Spearman correlations were used to examine relationships among dependent factors with an a priori alpha level set at p<.05. Results: A positive relationship exists between ATE use of technology and instructional delivery. No significant findings were observed for ATE attitude toward, and use of, technology as it relates to course design. Qualitative analysis exposed barriers to technology use including time needed to learn technology and lack of budget and institutional support for technology integration. Data revealed varied attitudes toward, and use of, technology relative to course design and instructional delivery. Conclusions: ATEs’ attitude toward, and use of, technology vary widely as it relates to course design and instructional delivery. Educators should seek professional development opportunities to better meet student expectations for technology use in course design and instructional delivery.
