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

2021 ◽  
pp. 1356336X2110179
Author(s):  
Koon Teck Koh ◽  
Li Quan Warrick Tan ◽  
Martin Camiré ◽  
Maria Agnes Alcantara Paculdar ◽  
Wei Guang Andy Chua
Keyword(s):  
Physical Education ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Teaching Experience ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Pedagogical Tool ◽  
Cultural Conditions ◽  
Teachers And Students ◽  
Ict Tools

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.

scholarly journals Un enfoque teórico para el uso de las tecnologías de la información y la comunicación en la Educación Física

2019 ◽  
Vol 8 (2) ◽  
pp. 81-87
Author(s):  
K. Yildiz ◽  
Pınar Güzel ◽  
D. Zerengök
Keyword(s):  
Physical Education ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Information And Communications Technology ◽  
Digital Culture ◽  
Communications Technology ◽  
Use Of Technology ◽  
El Sistema ◽  
New Challenges ◽  
Modern Technologies

El mundo cambiante de hoy impone nuevos desafíos en todos los aspectos de nuestras vidas. Los cambios más destacados se han observado en la tecnología de la información y las comunicaciones (TIC). Estos cambios impusieron nuevos desafíos para el sistema educativo, las escuelas y especialmente para los docentes. Mantener el ritmo de estos desarrollos ha ganado una mayor popularidad en la cultura digital actual, y en consecuencia el interés académico aumentó significativamente en el uso de tecnologías inteligentes y modernas en el campo de la Educación Física. Hasta ahora, se ha realizado una cantidad razonable de investigación para estudiar la integración de la tecnología en entornos de enseñanza y aprendizaje. Sin embargo, es necesario dedicar más esfuerzo a los reclamos e investigaciones en el ámbito de la Educación Física. Por lo tanto, este documento intenta presentar una breve descripción general sobre el tema, los enfoques, las herramientas y los estudios sobre el uso de la tecnología en el campo de la educación física. Today’s fast-changing World imposes new challenges in all aspects of our lives. Most prominent changes have been observed in information and communications technology (ICT). These changes imposed new challenges for the education system, schools, and especially for teachers. Keeping up with the pace of these developments has gained an increased popularity in today’s digital culture, and in consequence academic interest increased significantly on using smart and modern technologies in the field of Physical Education. So far a reasonable amount of research has been done to study technology integration in teaching and learning environments. Yet, more effort needs to be spent for the claims and research within the realm of Physical Education. This paper therefore tries to present a short overview on the topic, the approaches, tools and studies about the use of technology in the field of PE.

Science Teachers’ Beliefs about Teaching and Learning Implementing Inquiery-based Learning - A Case in Qatar Government Primary Schools

2020 ◽  
Author(s):  
Alshaima Saleh Alyafei
Keyword(s):  
Science Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Teaching Experience ◽  
Web Based ◽  
Years Of Teaching Experience ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Voluntary Basis

The current study investigates the beliefs held by science teachers on constructivism and a traditional approach in Qatar government primary schools. More specifically, it aims to investigate the challenges that science teachers experience during inquiry-based learning implementation. A web-based survey was conducted in order to collect data from grades 4 to 6 science teachers. A total of 112 science teachers responded and completed the survey on a voluntary basis. The results indicate that science teachers hold a higher beliefs in constructivism than traditional approach. A T-test and ANOVA analysis have showed that there is no significant differences between the beliefs of science teachers’ and their gender, level of education, and years of teaching experience. In addition, science teachers faced challenges in lesson planning, assessment, and teacher support.

scholarly journals Teachers’ Perceived Barriers to Implementation of Physical Education

2021 ◽  
Vol 45 (3) ◽  
pp. 191-200
Author(s):  
Eng Hoe Wee ◽  
Wei Fong Cheng ◽  
Ngien Siong Chin
Keyword(s):  
Physical Education ◽  
Human Resources ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Training Programme ◽  
Male Teachers ◽  
Barriers To Implementation ◽  
Older Teachers ◽  
Learning Factors ◽  
Financial Allocation

This study investigated the perception of Physical Education (PE) teachers on barriers to implementation of PE pro[1]gramme in terms of the administration of PE programme, and the provision of non-human resources. A total of 248 PE[1]major teachers were surveyed using questionnaires which were mailed to schools. The sample consisted of almost 63% male teachers and the majority was under 40 years of age. A 12-item questionnaire was used to assess the administration of the PE programme, and the provision of non-human resources. Results showed that a majority of administrators did not assume PE important; they did not seek consensus in assigning teaching duty, did not discuss teaching and learning factors, and did not organize staff training programme (STP). Older teachers and teachers with 15 years of teaching ex[1]perience or more agreed that administrators discuss their teaching assignment, observe them, and organize STP. Respon[1]dents also perceived inadequacy of facilities, equipment, financial allocation, and reference books in the school PE pro[1]gramme. Male teachers, younger teachers and teachers with less teaching experience concurred the inadequacy of human resources. It is recommended that further research on solving PE human resource problems and PE administration be undertaken. Specifically, greater attention should be given to the needs of younger and junior PE teachers.

scholarly journals THE LIVED EXPERIENCES OF TEACHER AND STUDENTS IN PE AMIDST THE PANDEMIC

2021 ◽  
pp. 365-372
Author(s):  
Ma. Isabel O. Mojica
Keyword(s):  
Physical Education ◽  
Lived Experience ◽  
Interpretative Phenomenological Analysis ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Human Life ◽  
Research Question ◽  
Coping Mechanisms ◽  
Teachers And Students ◽  
Remote Learning

Conducting classes remotely to shift in teaching paradigm of learning due to the on-going pandemic has posed many challenges to the education sector. Despite these efforts, several arguments are associated with remote learning especially with online classes or e-learning amidst the pandemic. The study aimed to unveil the lived experience of teachers and student who are taking remote learning in physical education subject. The respondents must had experience and engaging in remote learning. This study employed both qualitative and quantitative methods of research. The respondents must had experience and engaging in remote learning. This study answered the following: What is the demographic profile of teachers and students? What are the challenges encountered by teachers and students? What are the coping mechanisms of teachers and students during remote learning? Is there a relationship between challenges encountered and coping mechanisms of teachers and students? How do the profile of the teachers and students relate to the challenges encountered and their coping mechanisms? For the qualitative part, an Interpretative Phenomenological Analysis (IPA) method was used to interpret the meanings of experiences of human life, and focused on research question “What it is like to experience remote teaching and learning in physical education amidst the pandemic?”. Considering the results of the study, it can be said that the major problems faced by both teachers and students are the poor internet connection. This hampers the communication between the two as well as the communication among students. This breeds to a series of problems that stem from the lack of connectivity. Moreover, the most common coping mechanisms employed by both groups are engaging into activities that will help them distress.

Mental Health, Post-Secondary Education, and Information Communications Technology

2014 ◽  
pp. 196-213 ◽  
Author(s):  
Jenny Martin ◽  
Elspeth McKay
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Human Rights ◽  
Secondary Education ◽  
Negative Impact ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Ict Tools

The primary aim of this chapter is to explore the use of information and communications technology (ICT) in post-secondary education to provide opportunities for students with mental health difficulties to remain engaged in their studies during times of mental illness. Higher incompletion rates are particularly concerning amongst this group. The authors discuss how improved outcomes can be achieved through effective use of ICT. This is particularly important from a human rights perspective so that people diagnosed with mental illness are afforded the same opportunities as other members of the community. Strategies afforded by ICT tools that are essential for supporting students with mental illness to optimise their chances of success in their post-secondary education outcomes are outlined. The authors combine mental health and human-computer interaction (HCI) to argue for the need to design appropriate instructional ICT strategies to support students experiencing mental illness to remain engaged with their studies. ICT has evolved with powerful and unique features, offering special applications such as educational software, eCommerce, and healthcare. Yet, very little is being said about how to streamline these applications as effective HCI environments to enhance mental health and wellbeing. The chapter explores the positive and negative impact of ICT tools on teaching and learning. In considering mental health and post-secondary education, it focuses on human rights issues of access and equity, disclosure, and stigma. Authors suggest that ICT can enable students to remain engaged with their learning in general, while at the same time promote a deep sense of community.

Intergenerational touch in physical education in relation to heteronormativity: Female students’ perspectives

2019 ◽  
Vol 26 (2) ◽  
pp. 392-409 ◽  
Author(s):  
Annica Caldeborg ◽  
Marie Öhman
Keyword(s):  
Young Adult ◽  
Physical Education ◽  
Adult Female ◽  
Female Students ◽  
Physical Contact ◽  
Photo Elicitation ◽  
Physical Education Teachers ◽  
Pedagogical Tool ◽  
Starting Point ◽  
Teachers And Students

Research within the field of intergenerational touch has shown that there is a tension between the need to use physical contact as an obvious pedagogical tool, and the no-touch discourse. Within this tension physical contact between physical education teachers and students has also been shown to be a gender/ed issue with heteronormative points of departure. The aim of this study is to investigate how young adult female students’ talk about physical contact between teachers and students in physical education is related to heteronormativity. The study takes its starting point in Foucault’s work on discourses and Butler’s performative perspective. Thirteen female students in upper secondary school were interviewed in four focus groups using photo elicitation. In the findings, three performatives are identified that show how the students’ talk about physical contact between teacher and student in physical education is related to heteronormativity. The three performatives are: (a) gendering with age; (b) being wary of men; and (c) feeling sympathy for men. The paper discusses the effects the heteronormative discourse has on young adult female students and male teachers in relation to physical contact in physical education.

Facing the Challenges — Using Information and Communications Technology to Support Teaching and Learning

2003 ◽  
Vol 17 (1) ◽  
pp. 59-72 ◽  
Author(s):  
Liam Heaney
Keyword(s):  
Teaching And Learning ◽  
New Technologies ◽  
Education Technology ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Technology In The Classroom ◽  
Quality Of Teaching ◽  
Key Issues ◽  
Integration Of Ict

This article explores some of the key issues associated with the use of information and communications technology in the classroom. It discusses the relevance of an education technology strategy and the implications of such a strategy for both teachers and pupils alike. The integration of ICT into the curriculum is considered by many as the means whereby pupils, and learners in the broader context of education, can enhance their knowledge, skills and understanding. As a way of demonstrating how this might be achieved, a detailed teaching project is presented for the reader's consideration. The project focuses on a topic on ‘Dinosaurs’ which has been developed with pupils aged 10 to 11 years of age. A detailed scheme of work and lesson plans are included, as are teaching notes, for those who wish to carry out the project for themselves. The article concludes with the proposition that ICT has the potential to enhance the quality of teaching and learning within the classroom. Inevitably this will require facing a number of challenges. One such challenge is that of coping with the change that will inevitably result from the new technologies.

scholarly journals Information and Communications Technology–Based Interventions Targeting Patient Empowerment: Framework Development (Preprint)

2020 ◽  
Author(s):  
Liran Karni ◽  
Koustuv Dalal ◽  
Mevludin Memedi ◽  
Dipak Kalra ◽  
Gunnar Oskar Klein
Keyword(s):  
Patient Empowerment ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Measurement Instruments ◽  
Digital Interventions ◽  
Proposed Model ◽  
Technology Intervention ◽  
Ict Tools ◽  
Framework Development ◽  
Core Characteristics

BACKGROUND Empowerment of patients is often an explicit goal of various information and communications technology (ICT) (electronic, digital) interventions where the patients themselves use ICT tools via the internet. Although several models of empowerment exist, a comprehensive and pragmatic framework is lacking for the development of such interventions. OBJECTIVE This study proposes a framework for digital interventions aiming to empower patients that includes a methodology that links objectives, strategies, and evaluation. METHODS This study is based on a literature review and iterated expert discussions including a focus group to formulate the proposed model. Our model is based on a review of various models of empowerment and models of technology intervention. RESULTS Our framework includes the core characteristics of the empowerment concept (control, psychological coping, self-efficacy, understanding, legitimacy, and support) as well as a set of empowerment consequences: expressed patient perceptions, behavior, clinical outcomes, and health systems effects. The framework for designing interventions includes strategies to achieve empowerment goals using different ICT services. Finally, the intervention model can be used to define project evaluations where the aim is to demonstrate empowerment. The study also included example indicators and associated measurement instruments. CONCLUSIONS This framework, which includes definitions, can be useful for the design and evaluation of digital interventions targeting patient empowerment and assist in the development of methods to measure results in this dimension. Further evaluation in the form of interventional studies will be needed to assess the generalizability of the model.

scholarly journals The Influence of Infrastructure, Accountability and Teacher Competency towards Teaching Process Implementation in Physical Education and Health

2019 ◽  
Vol 9 (1) ◽  
pp. 4637-4639
Keyword(s):  
Physical Education ◽  
Learning Process ◽  
Significant Relationship ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
School Facilities ◽  
Teaching Process ◽  
Teacher Competency ◽  
Education And Health ◽  
Process Implementation

The purpose of this study is to look and review the implementation of Physical Education and Health (PJK) teaching in secondary schools as well as factors that support teaching and learning. This PJK subject in school covers aspects of infrastructure and equipment as well as teachers' accountability and competency involved in the implementation of the teaching for this subject. The results showed that there was a significant relationship between teacher competency, accountability and teaching experience, options and graduation. The findings also show that there is a significant relationship between school facilities in the teaching and learning process of PJK. In conclusion, the effectiveness of the teaching and learning process in Physical Education and Health subjects depends on the competency, accountability of teachers and school infrastructure in planning well teaching sessions.

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