Componente tecnológico: articulación con el área educación física para promover la formación integral en la escuela

Fonseca, Nicol Pinilla; Mora, María Cristina Gamboa; Varón, Gerardo Patiño

doi:10.36260/rbr.v10i7.1355

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“…The potential of technological devices to improve and enhance physical activity, creating new forms of motivation, is also acknowledged, positively impacting the teaching and learning process ( 61 ). Following this trajectory, Pinilla et al ( 62 ) present various apps that promote the use of ICTs in Physical Education classes and facilitate social media as a mediator.…”

Section: Resultsmentioning

confidence: 99%

Digital technology in national curricula: a dialogue among Iberoamerican countries

de Araújo,

Xavier,

Moya-Mata

et al. 2024

Front. Sports Act. Living

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IntroductionIn today's world, digital technologies have become pervasive, impacting every aspect of our lives. Even in subjects such as Health and Physical Education (HPE), which traditionally emphasizes experiential, active, and corporeal learning, there is a growing interest in the role and influence of new technologies. These technologies not only have the potential to transform human movement and health cultures, but they also offer valuable tools to facilitate teachers' work and enhance student learning. Considering the context of the Research Network on Interactive Digital Didactic Materials, which includes researchers from Iberoamerican countries, this research examines how media and digital technologies are considered in the official Physical Education and curriculum documents from Brazil, Uruguay, Chile, Colombia, and Spain.MethodsThe research comprises a content analysis of official National Curricular Proposals of the selected countries. Considering the specificities of each country to publish their curricula policies, we selected eight different documents from five countries (Brazil, Uruguay, Spain, Colombia, and Chile). We looked for indicators expressed by terms such as “media,” “digital culture,” and “technology” in the documents, all of them related to Physical Education.ResultsThe findings show arguments and proposals for using technology in Physical Education in all documents. However, the curricula trigger this theme in different forms, as an autonomous or transversal character integrated into subjects such as HPE. This fact may be highlighted by the goals of learning areas, which sometimes trigger teaching themes through technology.DiscussionUnder the Media-Education theory lens, we argue that there is no standard for educational investment in curricula in media and technology. Some documents point to the technology use dimension, while others point to the critical or productive dimension that technology makes possible. The literature highlights the need for an organic approach between these dimensions, and educators and policymakers are asked to rethink their curriculum proposals.

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Section: Resultsmentioning

confidence: 99%

Digital technology in national curricula: a dialogue among Iberoamerican countries

de Araújo,

Xavier,

Moya-Mata

et al. 2024

Front. Sports Act. Living

View full text Add to dashboard Cite

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“…Por otra parte, la formación de los estudiantes se consolida cuando se enfrentan a situaciones problémicas que les hacen reflexionar, cuestionar y actuar (Reynoso y González, 2018), para ello es necesario plantear estrategias que involucren «la motivación espontánea de la persona, se debe fomentar la creatividad, el autoconocimiento, y el respeto de su valor como ser humano, sin pasar por encima de los demás» (Betancourt, Bernate, Fonseca, y Rodríguez 2020, p. 848). De ahí, la importancia de generar estrategias o actividades pedagógico-didácticas como salidas de campo, juegos tradicionales (recordando al abuelo), escuela de formación deportiva (semillero Isidorista), juegos intercursos (mi recreo), campañas (me alimentó y me cuido bien), cine foros, unidades didácticas específicas, expresa lo que piensas, uso de redes sociales y carreras de observación con apoyo de herramientas tecnológicas (App Munzee), aplicadas en esta investigación, que permitan el desarrollo de los procesos de formación, evaluar la incidencia de las mismas y generar condiciones de calidad en el aprendizaje, tal como lo proponen Pinilla, et al (2021), al implementar estrategias que vinculan el componente tecnológico en la clase de educación física para contribuir en los aprendizajes significativos y la percepción de la formación integral de los estudiantes.…”

Section: Introductionunclassified

Evaluación de la formación integral escolar a través de un diseño cuasiexperimental: contribuciones desde la Educación Física (Evaluation of holistic education school through a quasi-experimental design: contributions from Physical Education)

Fonseca

Mora²,

Barrera³

2021

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El objetivo de este estudio fue evaluar el nivel de formación integral logrado en los estudiantes de educación media desde el área de educación física con base en la valoración de sus percepciones, si bien es cierto que actualmente existen numerosos estudios relacionados con el tema se encuentra que, no se aborda la manera como se debe desarrollar la formación integral y al plantear las estrategias se traza un horizonte para su ejecución. Se utilizó un diseño cuasiexperimental, en el que se aplicó un instrumento tipo escala Likert con 57 ítems como diagnóstico, validado estadísticamente (alfa de Cronbach 0.92) y por expertos, posteriormente se implementaron estrategias pedagógico-didácticas (juegos tradicionales, expresa lo que piensas, recreo-natación, práctica en gimnasio y Munzee entre otras), encaminadas al desarrollo integral, finalmente se aplicó el instrumento como postest y se estableció la significancia de las diferencias con la prueba de Wilcoxon. La muestra se configuró con 180 estudiantes de la Institución Educativa San Isidoro del municipio de Espinal, de carácter público. Los resultados de las dimensiones reflejaron cambios estadísticos significativos desde el panorama de los estudiantes, los rangos positivos son indicadores de mejor percepción sobre la formación integral desde el área de educación física. Se concluye, que la implementación de las estrategias pedagógico-didácticas desde la educación física, contribuye a la formación integral de los estudiantes, la dimensión ética y socioemocional aportan sustancialmente. Abstract. The purpose of this study was to evaluate the holistic education achieved in high school students from the area of physical education based on the assessment of their perceptions, although it is true that currently there are numerous studies related to the subject, it is found that the way in which integral training should be developed is not addressed and when proposing the strategies, a horizon is drawn for its execution. A quasi-experimental design was used, in which a Likert scale instrument was applied with 57 items as diagnosis, statistically validated (Cronbach's alpha 0.92) and by experts, later pedagogical-didactic strategies were implemented (traditional games, express what you think, recreation-swimming, gym practice and Munzee among others), aimed at integral development, finally the instrument was applied as a post-test and the significance of the differences was established with the Wilcoxon test. The sample was carried out with 180 students from San Isidro school from Espinal, which is a public school. The results of the dimensions showed significant statistical changes from the students' point of view, the positive ranges are indicators regarding a better perception of the holistic education taught in PE (physical education). In conclusion, the implementation of didactic and pedagogical strategies of PE contribute to the students' holistic education, ethical and socioemotional realm, which represent a substantial contribution.

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Componente tecnológico: articulación con el área educación física para promover la formación integral en la escuela

Cited by 2 publications

References 0 publications

Digital technology in national curricula: a dialogue among Iberoamerican countries

Digital technology in national curricula: a dialogue among Iberoamerican countries

Evaluación de la formación integral escolar a través de un diseño cuasiexperimental: contribuciones desde la Educación Física (Evaluation of holistic education school through a quasi-experimental design: contributions from Physical Education)

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