704 PEDAGOGY Preservice Physical Education Teachers’ Technological Pedagogical Content Knowledge Kristin Scrabis-Fletcher, Susana Juniu, Eric Zullo Abstract Efective technology integration within all areas of education is an objective in most schools given the amount of time students are using technology personally and at school. PE teachers have been challenged to ind innovative ways to integrate technology to enhance student learning. A speciic type of knowledge is necessary for integration en- titled technological pedagogical content knowledge (TPACK; Koehler & Mishra, 2008). TPACK provides the theoretical framework for this study and deines the type of knowledge PETE candidates must pos- sess to be prepared to meet the needs of their students and national and state standards. Online instrumentation of a modiied version of Pre-Service Teachers’ Knowledge of Teaching and Technology (Semiz & Ince, 2012) was completed by 91 preservice PETE candi- dates from several universities in the Northeast. A 5-point Likert-type scaling technique and open-ended responses were used on the 39-item inventory to assess the seven types of knowledge that PETE candidates may possess, along with speciic open-ended questions regarding mod- eling of technology by professors, cooperating teachers, and what the PETE candidates have used thus far. Analyses revealed a signiicant association between the amount of TPACK that preservice teachers Kristin Scrabis-Fletcher is an assistant professor, Department of Exercise Science and Physical Education, Montclair State University. Susana Juniu is department chair and professor, Department of Exercise Science and Physical Education, Montclair State University. Eric Zullo is a health and physical education teacher, Rumson School District. Please send author correspondence to kasf29@gmail.com he Physical Educator Vol. 73 • pp. 704–718 • 2016 https://doi.org/10.18666/TPE-2016-V73-I4-6818