Exploring Technology Integration in Canadian Athletic Therapy Education

Abstract

There are many potential educational goals for using digital technologies in health professional education programs. Previous studies have suggested that technology can be used in these settings to facilitate knowledge acquisition, improve clinical decision making, improve psychomotor skill coordination, and practice rare or critical scenarios. However, when using technology for educational purposes, many educators do not consider the resulting pedagogical implications of using these tools to teach course content. The purpose of this study was to explore this phenomenon in a sample of athletic therapy educators, by investigating their views and attitudes towards using digital technologies in athletic therapy specific courses. Researchers used a sequential explanatory mixed-methods approach (via questionnaire and individual interviews) to explore this topic. It was found that the majority of athletic therapy educators in this sample (n = 21) did not in fact consider the pedagogical implications of technology integration and moreover used technology in rudimentary fashions (e.g., to deliver course content or to provide additional context to explain a topic). Conversely, those educators with higher levels of pedagogical and technological knowledge appeared to use technology in more constructive ways while considering the pedagogical impact of their technology integration decisions. Although this study focused on athletic therapy education, the findings are not unique to this discipline. Carefully designed, pedagogically-sound technologies have very specific and useful ways of empowering learning and have the potential to achieve many educational goals for any educator.

Moral education teaching in colleges and universities based on the application of multimedia technology

“…It also appeals with student's knowledge to new fresh topic and predominantly shows scientific thinking at higher degree about their subject, it is uncertain whether they will employ it and how effectively they respond to classroom questions. 18 However, the questioning strategy was proclaimed to assist science student for building student's learning skills and are important for strong motivation instead of depending on teachers' inspiring discussions among students in classroom and suggesting and sharing ideas Moreover, evaluation through questioning strategies can aid shared management and construct understanding between teachers and students. 19 It is to be interrogated that if teachers are familiar and worried with students raised questions, then why that is not the basis to assist students learning question.…”