What should be done to develop ICT-based PE class in the era of the Fourth Industrial Revolution?: using AHP and IPA analysis within the Korean educational contexts

Joo, Hyungchul; Choi, Yoonso

doi:10.1007/s12564-021-09711-y

Cited by 7 publications

(5 citation statements)

References 25 publications

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“…For this reason, teachers are required to develop managerial skills. Joo and Choi (2021) found that even if technological devices and instruments are readily available, they will be useless if educators lack the basic skills and knowledge necessary for integrating them into their classroom practices. Bowman et al (2022) argued that the quality and quantity of professional development programs for teachers impact instructors' level of knowledge in working with ICT.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Bowman et al (2022) argued that the quality and quantity of professional development programs for teachers impact instructors' level of knowledge in working with ICT. Joo and Choi (2021) added that effective training on pedagogical content is also needed rather than solely focusing on training teachers regarding how to utilize ICT. Bowman et al (2022) stated that such professional development content must address teachers' needs for their classes before committing any changes to their skills and knowledge.…”

Section: Literature Reviewmentioning

confidence: 99%

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The Impact of Teachers’ LoTI and ICT Integration Abilities on Students’ L2 Writing Competency in the Context of TPACK Framework

Abalkheel¹,

Sourani²,

Othman³

et al. 2023

(BAES)

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Although the outbreak of COVID-19 necessitated greater emphasis on digital education systems in Lebanon, public schools encountered barriers to implementing such improvements, chief among which involved English language teachers’ lesser level of technology implementation (LoTI) capability in addition to their lower level of technological, pedagogical, and content knowledge (TPACK). Sixty students and four teachers were involved in this study. The teachers were asked to complete a survey and the data collected were analyzed quantitatively to investigate the relationship between the teacher respondents’ level of understanding of information communication technology (ICT) implementation and the TPACK construct. To obtain additional information on the teachers’ ICT competency, each was interviewed at the onset of the academic year using Newhouse’s model (2002). To examine the relationship between students’ performance and teachers’ LoTI, IBM SPSS Statistics (Version 25) was used to analyze the interview data in addition to the results obtained from the experimental and control groups of the pre-and post-tests. These results revealed a constructive association between instructors’ ability to combine their content knowledge with their best pedagogical practices and technology knowledge to leverage students’ writing competency. This research explored this relationship in a novel approach that may be utilized by AlRafid school to provide a basis for further studies in various academic contexts at other public schools in Lebanon regarding teachers’ technology use and understanding and its impact on student achievement.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

The Impact of Teachers’ LoTI and ICT Integration Abilities on Students’ L2 Writing Competency in the Context of TPACK Framework

Abalkheel¹,

Sourani²,

Othman³

et al. 2023

(BAES)

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show abstract

“…The IPA matrix in Figure 1 consists of four quadrants, with the x-axis representing the performance attribute and the y-axis representing the importance attribute. Specifically, these include: "keep up the good work" (QI: A state in which learners recognize an attribute as important and high performing), "concentrate here" (QII: A state in which an attribute's importance is recognized, but the level of execution is not good), "possible overkill" (QIII: A state in which the attribute is unimportant and poorly executed), and "low priority" (QIV: A state in which the attribute is not important, but well executed) [31].…”

Section: Ipamentioning

confidence: 99%

Analysis of the Problem-Based Learning Model’s Application for the Sustainable Development of Sports Education

Jang

2023

Sustainability

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The purpose of this study was to analyze importance and performance levels by applying the problem-based learning (PBL) education model for the sustainable development of sports education. In this study, 331 university sports majors who received PBL education at least once were administered a questionnaire from 15 July to 20 September 2022. Frequency analysis (using SPSS 25.0), exploratory factor analysis, reliability analysis, descriptive statistical analysis, and IPA were used for data processing. The results are as follows: The first quadrant of the IPA matrix comprised attributes such as determining the cause of the problem, acquiring sufficient knowledge through learning, gathering information related to the problem, getting to the heart of the matter, and building intimacy among team members. The second quadrant included planning for oneself when learning, considering the importance of self-learning, and actively answering questions. The third quadrant included enthusiasm and sincerity toward team learning. The fourth quadrant included 11 attributes: proper planning and execution, understanding others’ points of view, the joy of team learning, prioritizing problem-solving methods, creative communication, communication with team members, proactive communication, everyone on the team working hard, feeling a sense of accomplishment, a sense of challenge, and an increase in self-confidence.

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“…Thus, academic studies cease to be an autonomous field and turn into a structure shaped by external demands (Dearlove, 1997). Joo and Choi (2021) focus on the importance of improving skills and professionalism in an educational ecosystem and increasing the autonomy. Critics argue that all of these factors cause professional erosion and decreasing skills for lecturers (Runte ve Runté, 2007).…”

Section: Transformation In Lecturers' Work and Skillsmentioning

confidence: 99%

Yükseköğretimde Beceri Dönüşümü: Yabancı Dil Öğretim Görevlilerinin Algıları

BOZGÖZ¹,

Gür

2022

Üniversite Araştırmaları Dergisi

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Utilizing in-depth interviews with 14 lecturers teaching English in foreign language departments at two state and two private universities in Ankara, capital of Turkey, this study aims to discover the direction of skills transformation of these lecturers. The results show that they assumed new roles and acquired new skills, but also lacked some critical skills. Work intensification, inadequate professional development opportunities, exclusion from decision-making processes, and increasing managerial control result in deskilling in both research and pedagogy. The research findings also show that work environment is unable to provide professional development and to increase the motivation of the lecturers teaching English, placing them at a disadvantage in universities. Lecturers who think that their ideas are considered unimportant or ignored tend to lose their motivation to improve some professional skills. This study revealed that the most noticeable issue facing foreign language lecturers in the higher education system is their marginalized and undervalued status.

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What should be done to develop ICT-based PE class in the era of the Fourth Industrial Revolution?: using AHP and IPA analysis within the Korean educational contexts

Cited by 7 publications

References 25 publications

The Impact of Teachers’ LoTI and ICT Integration Abilities on Students’ L2 Writing Competency in the Context of TPACK Framework

The Impact of Teachers’ LoTI and ICT Integration Abilities on Students’ L2 Writing Competency in the Context of TPACK Framework

Analysis of the Problem-Based Learning Model’s Application for the Sustainable Development of Sports Education

Yükseköğretimde Beceri Dönüşümü: Yabancı Dil Öğretim Görevlilerinin Algıları

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