Faculty and student perspectives of and experiences with TPACK in PETE

Krause, Jennifer M.; Lynch, Brandy M.

doi:10.1080/25742981.2018.1429146

Cited by 26 publications

(19 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Parece indicarse que cuanto más alto era el nivel de alfabetización informática del profesor, más probabilidades tenían de incluir la tecnología en EF (Kretschmann, 2015). Sin embargo, incluso el profesorado tecnológicamente competente señala dificultades que le ha impedido la implementación de la tecnología en su enseñanza (Krause & Lynch, 2018). Aproximadamente uno de cada tres DEF no considera tener suficiente apoyo tecnológico para integrar la tecnología en sus clases (Hill & Valdez-García, 2020).…”

Section: Discussionunclassified

La intervención docente en educación física durante el periodo de cuarentena por COVID-19 (Teaching intervention in physical education during quarantine for COVID-19)

Baena-Morales

López-Morales

García-Taibo

2020

Retos

View full text Add to dashboard Cite

El objetivo de este estudio fue describir el cambio producido en la intervención docentes del profesorado de Educación Física como consecuencia de la cuarentena por COVID-19. Los datos de la investigación procedieron de una encuesta online realizada a 191 docentes en activo. La encuesta se compuso de 15 preguntas agrupadas en tres dimensiones principales, la reorganización de los contenidos, el análisis de la evaluación y los cambios metodológicos realizados. Los principales resultados del estudio indican que la mayoría de los docentes no han continuado con el horario de docencia previo a la cuarentena. La evaluación se destacó como la dimensión de mayor controversia, existiendo un alto porcentaje de docentes que no tenían previsto como evaluar e incluso no lo veían factible. El bloque de contenidos relacionado con la condición física y la salud fue el más utilizado por el profesorado. Adicionalmente, se describen una serie de dificultades detectadas con la implementación de la enseñanza virtual. Finalmente, la gran mayoría de encuestados consideró que la cuarentena ha podido suponer un problema psicológico y de salud a su alumnados. Estos resultados pueden servir de referencia para futuras investigaciones que se realicen relacionadas con la docencia virtual de la Educación Física. Abstract. The aim of this study was to describe the changes in teaching intervention in Physical Education because of the quarantine caused by COVID-19. Data was collected from 191 active teachers by an online questionnaire, which consisted of 15 questions grouped into three main dimensions: contents reorganization, evaluation analysis and methodological changes. The main results of this study indicated that most of the teachers did not continue with the teaching hours prior quarantine. Regarding the evaluation, a high percentage of teachers neither planned it nor found it feasible. Contents of Physical condition and health were the most commonly used among teachers. Additionally, several difficulties were detected regarding the implementation of virtual teaching. Finally, the majority of teachers answered that quarantine could involve psychological and health problems for their students. These results could be considered for future research focused on Virtual Physical Education.

show abstract

Section: Discussionunclassified

La intervención docente en educación física durante el periodo de cuarentena por COVID-19 (Teaching intervention in physical education during quarantine for COVID-19)

Baena-Morales

López-Morales

García-Taibo

2020

Retos

View full text Add to dashboard Cite

show abstract

“…Kim et al (2021) propounded that the lack of technological knowledge and experience was an important barrier affecting PE tutors to transition from face to online amid the coronavirus pandemic. Krause and Lynch (2018), postulated that despite numerous technological knowledge and skills needed in online lesson delivery, knowledge on the basic technology is not adequate for PE teachers to successfully conduct online classes. Therefore, PE tutors should be able to know how to use various technological tools to enable them to teach effectively online.…”

Section: Discussionmentioning

confidence: 99%

Physical Education Tutors Perceptions of the Use of Technological Tools for Remote Teaching During Covid 19

Aboagye¹,

ADU²

2022

International Online Journal of Primary Education

View full text Add to dashboard Cite

The emergence of the Covid-19 pandemic created the need for the use of dissimilar remote teaching methods and strategies in many subject areas including Physical Education (PE). While this was somewhat successful in developed countries, little is known about the use of technological tools to deliver PE lessons online in developing countries. This study examined the perceptions and experiences of colleges of education PE tutors in adopting technological tools for remote teaching during the Covid-19 pandemic. Semi-structured interviews were used to collect data from 12 tutors (4 females and 8 males) in Ghana. Content analysis was employed as the tool for the analysis of the data. Based on the results, the PE tutors perceived that accessibility was a major challenge to the successful teaching of practical PE lessons online. The tutors further posited that they were motivated to deliver practical lessons online because of the Covid-19 pandemic as they don't want students to be left idle. In furtherance, the participants recommended Transforming Teaching, Education and Learning and colleges' management for assisting them to participate in an online course and providing them with ICT support and data. Again, the participants agreed that they prefer face-to-face to online lessons as the latter do not promote socialisation, develop only the cognitive domain and even certificates acquired online are not given due recognition. It is recommended that theory lessons should be held online while face-to-face interaction is better for practical lessons in PE due to accessibility issues connected to poor internet connectivity and difficulty in performing some of the skills online.

show abstract

“…These intervention studies would, for example, uncover deeper insights in previous findings on the influence of teachers' biographies and use of ICT in PE (Tou et al, 2020). Some practical implications, supported by the literature, include finding ways to reinforce teachers' attitudes on the worth of ICT, providing training in the use of a range of ICT tools for PE teachers to integrate in their lessons and better equipping schools with the necessary infrastructure to support the adoption of ICT in PE lessons (Hill and Valdez-Garcia, 2020;Krause and Lynch, 2018;Kretschmann, 2015). As contended earlier, the process starts by getting teachers to embrace the place ICT can have in PE lessons, supporting them with the necessary ICT-specific PE knowledge so that they feel competent in using ICT in PE and empowering and giving them choices to select ICT tools to design and deliver lessons.…”

Section: Limitations Future Directions and Implicationsmentioning

confidence: 98%

“…quantitative survey) and hence limits the extent of the inferences that can be made based on the results. Given the strong influence PE teachers have on student learning experiences, their attitudes and perceived competence towards ICT usage in PE should be examined (Krause and Lynch, 2018;Sargent and Casey, 2020). In addition, insights from students on ICT usage in PE are warranted (Calderón et al, 2020).…”

Section: Benefits and Challenges In Using Ict In Pementioning

confidence: 99%

Teachers’ and students’ perceptions of factors influencing the adoption of information and communications technology in physical education in Singapore schools

Koh

Tan

Camiré

et al. 2021

European Physical Education Review

View full text Add to dashboard Cite

Although there have been studies on the use of information and communications technology (ICT) as a pedagogical tool to enhance teaching and learning in physical education (PE), more research is warranted to understand perceived barriers and facilitators to usage. The purpose of the present study was to understand key factors that influence the adoption of ICT in PE perceived by teachers and students in Singapore schools. Eleven PE teachers (two females, nine males) with two to 25 years of teaching experience were individually interviewed, and 72 students (39 females, 33 males) from 10 to 17 years of age participated in 11 focus groups. The study was guided by ontological relativism and situated within epistemological constructionism. Three themes were developed from the thematic analysis: (a) technological dispositions (i.e. self-efficacy and open-mindedness); (b) teaching approaches (i.e. pedagogical integration; cognitive, affective and psychomotor stimulation; and balanced integration of ICT and the traditional approach); and (c) contextual factors (i.e. technological conditions; cultural conditions; and teachers’ ICT-specific PE knowledge). Findings from the study support the notion that appropriate use of ICT tools has the potential to positively influence teaching and learning during PE lessons while emphasising the need for schools and professional development bodies to improve the ICT pedagogical proficiency of PE teachers. The study provides important insights into how teachers can better leverage ICT tools to support student learning in PE.

show abstract

Faculty and student perspectives of and experiences with TPACK in PETE

Cited by 26 publications

References 14 publications

La intervención docente en educación física durante el periodo de cuarentena por COVID-19 (Teaching intervention in physical education during quarantine for COVID-19)

La intervención docente en educación física durante el periodo de cuarentena por COVID-19 (Teaching intervention in physical education during quarantine for COVID-19)

Physical Education Tutors Perceptions of the Use of Technological Tools for Remote Teaching During Covid 19

Teachers’ and students’ perceptions of factors influencing the adoption of information and communications technology in physical education in Singapore schools

Contact Info

Product

Resources

About