scholarly journals Evaluación de competencias genéricas en profesores de Educación Física (Assessment of generic competences in physical education teachers)

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 521-532
Author(s):  
Rodrigo Ojeda Nahuelcura ◽  
Bastian Carter-Thuillier ◽  
Víctor López-Pastor ◽  
Teresa Fuentes ◽  
Francisco Gallardo-Fuentes
Keyword(s):  
Second Language ◽  
Physical Education ◽  
Information And Communication Technologies ◽  
Latin American ◽  
Communication Technologies ◽  
Physical Education Teachers ◽  
Special Focus ◽  
Generic Competencies ◽  
Information And Communication ◽  
The University

  Las competencias genéricas se consideran fundamentales en todos los campos profesionales. Sin embargo, pocas instituciones evalúan si sus egresados transfieren dichas competencias al contexto profesional. El objetivo del estudio fue valorar la percepción de las competencias genéricas que poseen los profesores de Educación Física recientemente egresados de una universidad chilena, enfocándose especialmente en: (a) conocer el nivel de importancia que éstos otorgan a dichas competencias en el ejercicio profesional; (b) definir, a partir de estos actores, el nivel de desarrollo y énfasis que la universidad entrega a las competencias genéricas durante el proceso formativo. Se utilizó una metodología cuantitativa, de tipo descriptivo comparativo. Participaron 133 profesores de Educación Física (35 mujeres y 98 hombres). Todos los participantes respondieron el cuestionario diseñado para el Tuning Latinoamericano (2007). Los principales hallazgos señalan que según los egresados, las competencias más importantes para trabajar en el sistema laboral son “valoración y respeto por la diversidad y multiculturalidad” (89.8%) y el “compromiso ético” (88%). Las menos importantes son “capacidad de comunicación en un segundo idioma (inglés)” (32.3%) y las “habilidades en el uso de las Tecnologías de la Información y de la Comunicación” (56.7%). Los egresados manifiestan que las competencias genéricas más desarrolladas en su proceso formativo universitario son: “capacidad de trabajo en equipo” (59.8%), “valoración y respeto por la diversidad y multiculturalidad” (59.1%) y “habilidades para buscar, procesar y analizar información procedente de fuentes diversas” (55.9%). Y las menos desarrolladas en la universidad son: “capacidad de comunicación en un segundo idioma (inglés)” (9.4%), “habilidades en el uso de las tecnologías de la información y de la comunicación” (28.3%).  Abstract: Generic competencies are considered fundamental in all professional fields. However, few institutions evaluate whether their graduates transfer these competencies to the professional context. The objective of the study was to assess the perception of recently graduated Physical Education Teachers from a Chilean university about the generic competencies. The study has a special focus on: (a) to know the level of importance that they give to these competencies in the professional practice; (b) to define, from these actors, the level of development and emphasis that the university delivers to the generic competencies during the formative process. A quantitative methodology, of a comparative descriptive type, was used. A total of 133 Physical Education teachers (35 women and 98 men) participated in the study. All participants answered the questionnaire designed for the Latin American Tuning project (2007). The main findings indicate that according to the graduates, the most important competencies for working in the labor system are "appreciation and respect for diversity and multiculturalism" (89.8%) and "ethical commitment" (88%). The least important are "ability to communicate in a second language (English)" (32.3%) and "skills in the use of Information and Communication Technologies" (56.7%). The graduates state that the generic competencies most developed in their university training process are: "ability to work in a team" (59.8%), "appreciation and respect for diversity and multiculturalism" (59.1%) and "skills to search for, process and analyze information from different sources" (55.9%). The least developed in the university are: "ability to communicate in a second language (English)" (9.4%), and "skills in the use of information and communication technologies" (28.3%).

scholarly journals Analysis of the Level of Physical Fitness of Students under the Impact of Distance Learning

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Elena Gennadevna Ermakova
Keyword(s):  
Distance Learning ◽  
Physical Education ◽  
Physical Fitness ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Full Time ◽  
Training Techniques ◽  
Information And Communication ◽  
The University ◽  
The Impact

The article deals with the problem of the influence of distance learning on the level of physical fitness of students. The use of modern information and communication technologies has led to the creation of a new educational environment, which, as part of the training, has provided students with the opportunity to independently acquire knowledge in the context of constantly updated information. The discipline «Physical Education» is one of the main practical classes in the university program, and in order to assess how the new proposed training conditions will affect the quality of physical fitness of students, we will conduct a study within the framework of physical education classes. The aim of the study is to analyze the impact of distance learning on the level of physical fitness of students. Objectives of the study: to consider the content of distance learning, to analyze the passing of the standard running 100 m., to conduct an experiment and check the impact of distance learning on the level of physical fitness of students, to draw conclusions and make recommendations. The research methods are the generalization of scientific and methodological literature, the method of mathematical statistics, and the pedagogical experiment. Organization and results of the study. The study was conducted with students of the 1st year of full-time study at the Perm State Technical University. As a result of the experiment, it was revealed that during distance learning, the theoretical part of the students mastered better, and in the practical part (running 100 m.), the results deteriorated, since most of the physical culture program was presented in the form of theoretical and methodological-practical sections, and there was no possibility of active and systematic running, mastering technical and tactical training techniques and improving them.

Singapore teachers’ attitudes towards the use of information and communication technologies in physical education

2019 ◽  
Vol 26 (2) ◽  
pp. 481-494 ◽  
Author(s):  
Nien Xiang Tou ◽  
Ying Hwa Kee ◽  
Koon Teck Koh ◽  
Martin Camiré ◽  
Jia Yi Chow
Keyword(s):  
Physical Education ◽  
Information And Communication Technologies ◽  
Teaching Experience ◽  
Communication Technologies ◽  
Physical Education Teachers ◽  
Full Time ◽  
Demographic Groups ◽  
Significant Difference ◽  
Information And Communication ◽  
Teachers Attitudes

The purpose of the present study was to examine and compare Singaporean physical education teachers’ attitudes towards information and communication technologies in physical education across different demographic groups that included gender, age, teaching experience, and school level. A total of 422 Singaporean full-time physical education teachers (mean age = 38.47 years, standard deviation = 8.31) completed the Physical Education Teachers’ Subjective Theories Questionnaire to assess their perspectives towards the integration of information and communication technologies into physical education teaching practice. Mann–Whitney U and Kruskal–Wallis H tests were conducted to examine the differences in participants’ attitudes across different demographic groups. Results revealed that attitudes towards information and communication technologies significantly differed between teachers of different gender, age, and teaching experience. However, no significant difference was found in attitudes towards information and communication technologies among teachers of different school levels. The findings of this study can inform policy-makers and stakeholders with an interest in promoting the integration of information and communication technologies in physical education.

scholarly journals Physical Education Teachers’ Perceived Digital Competences: Are They Prepared for the Challenges of the New Digital Age?

2021 ◽  
Vol 14 (1) ◽  
pp. 321
Author(s):  
Gabriel Martínez-Rico ◽  
Mauro Alberola-Albors ◽  
Carlos Pérez-Campos ◽  
Rómulo J. González-García
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Information And Communication Technologies ◽  
Teaching Experience ◽  
Communication Technologies ◽  
Physical Education Teachers ◽  
Digital Competence ◽  
School Students ◽  
Digital Devices ◽  
Information And Communication

The development of information and communication technologies impose great changes that require teachers to be constantly updated. Therefore, it is interesting to analyze the Digital Competence perceived by teachers and their ability to use digital devices in the classroom. The aim of this study is to investigate the technological resources and difficulties that Physical Education teachers have in schools, in addition to the training and methodological strategies required to adequately teach Physical Education classes in present times. For this, through a previously validated survey, we will observe the Digital Competence of teachers and whether there are differences between genders, according to age and teaching experience. A survey has been undertaken by 50 Physical Education teachers of secondary school students. The results show statistically significant differences according to teaching experience and age. In addition, younger teachers have a better perception of their ability to apply Digital Competence in the Physical Education classroom setting.

scholarly journals The Higher Education Sustainability before and during the COVID-19 Pandemic: A Spanish and Ecuadorian Case

2021 ◽  
Vol 13 (11) ◽  
pp. 6363
Author(s):  
Johanna Andrea Espinosa-Navarro ◽  
Manuel Vaquero-Abellán ◽  
Alberto-Jesús Perea-Moreno ◽  
Gerardo Pedrós-Pérez ◽  
Pilar Aparicio-Martínez ◽  
...  
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Online Teaching ◽  
Communication Technologies ◽  
University Teachers ◽  
Qualitative Survey ◽  
Information And Communication ◽  
Older Teachers ◽  
Teachers Perspectives ◽  
The University

Information and communication technologies (ICTs) are key to create sustainable higher education institutions (HEIs). Most researchers focused on the students’ perspective, especially during the online teaching caused by COVID-19; however, university teachers are often forgotten, having their opinion missing. This study’s objective was to determine the factors that contribute to the inclusion of ICTs. The research based on a comparative study through an online qualitative survey focused on the inclusion and use of ICTs in two HEIs and two different moments (pre-and post-lockdowns). There were differences regarding country and working experience (p < 0.001), being linked to the ICTs use, evaluation of obstacles, and the role given to ICTs (p < 0.05). The COVID-19 caused modifications of the teachers’ perspectives, including an improvement of the opinion of older teachers regarding the essentialness of ICTs in the teaching process (p < 0.001) and worsening their perception about their ICTs skill (p < 0.05). Additionally, an initial model focused only on the university teachers and their use of ICTs has been proposed. In conclusion, the less experienced university teachers used more ICTs, identified more greatly the problematic factors, and considered more important the ICTs, with the perception of all teachers modified by COVID-19.

scholarly journals ICT Skills of University Students from the Faculty of Sport and Physical Education during the COVID-19 Pandemic

2021 ◽  
Vol 13 (4) ◽  
pp. 1711
Author(s):  
Maja Batez
Keyword(s):  
Physical Education ◽  
Online Education ◽  
Information And Communication Technologies ◽  
Online Communication ◽  
Communication Technologies ◽  
Ict Skills ◽  
Information And Communication ◽  
Use Of The Internet ◽  
Novi Sad ◽  
Important Basis

Background: (1) The COVID-19 pandemic has generated significant changes in teaching methods around the world, and the ideal of online education has become a reality. (2) Methods: A questionnaire was modified for this study in order to determine the following levels of Information and Communication Technologies (ICT) skills: file creation, file management, the use of emails, the use of the internet, and online communication. In total, 360 students from the Faculty of Sports and Physical Education (FSPE), University of Novi Sad, participated in the study. (3) Results: The results show that there are differences between the estimated level of ICT skills and the ICT skills used in online education, such that students estimate their level of ICT skills as being higher than is necessary for online education (p < 0.05). There is also a correlation between the satisfaction with online education and ICT skills, showing that students with higher ICT knowledge are more satisfied with online education (p < 0.05). There is another correlation between the satisfaction with online education and the frequency of ICT use—the more ICTs are included, the more satisfied the students will be (p < 0.05). (4) Conclusions: The results of this study can serve as a recommendation for the implementation of FSPE students’ training in ICT skills, as well as an important basis for the systematic creation, improvement, and sustainability of online education in universities.

Problems of development of a cloud-oriented educational environment of the university

2020 ◽  
Vol 42 (1) ◽  
pp. 50-56
Author(s):  
Bakhytzhan Akhmetov ◽  
◽  
Valery Lakhno ◽  
Asselkhan Adranova ◽  
Baurzhan Kassymbergebayev ◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Environment ◽  
Educational Process ◽  
Teaching Staff ◽  
Digital Competence ◽  
Comprehensive Development ◽  
Information And Communication ◽  
The University ◽  
Cloud Technologies

This article discusses the problems of ever-increasing demands on the organization and quality of the educational process on the part of society. Today there are new opportunities for the comprehensive development of students of the XXI century, new, more effective information and communication technologies (ICT), in particular cloud- oriented learning environments (COLE), are developing rapidly. The problems of the development of theoretical and methodological foundations for designing a cloud-oriented educational environment of the university and the justification of the structural scheme of its interaction with the methodological center of the ministry based on the use of cloud technologies are analyzed. It is necessary to introduce such models of the learning environment, which will allow to fully satisfy the demands of teaching staff on the organization and conduct of classes of a new type, the activation of educational activities of students, the formation of digital competence and the comprehensive development of personality. Such opportunities are provided by the use of a cloud-based educational environment of the university.

scholarly journals Evolution of the framework for 21st century competencies

2013 ◽  
pp. 10-24
Keyword(s):  
Information And Communication Technologies ◽  
21St Century ◽  
International Organizations ◽  
Conceptual Models ◽  
Communication Technologies ◽  
Educational Policies ◽  
Special Focus ◽  
Information And Communication ◽  
Ict Competencies

This article presents the successive changes and evolution of the frameworks for 21st century competencies, since the appearance of the first conceptual models during the final years of the last century, and also it is a review of the competencies that are needed in the 21st century with a special focus on the Information and Communication Technologies (ICT) competencies. The included frameworks have been elaborated by diverse institutions such as international organizations, private consortia and also governments as a guideline for educational policies in elementary and secondary schools. Later, the frameworks are compared and analyzed according to a classification of the competencies into general categories, in order to visualize some trends and obtain some insights about the direction they are heading. Finally, it provides some suggestions for the conception of future frameworks.

scholarly journals Formación y uso de TIC en educación superior: opiniones del profesorado

2018 ◽  
pp. 33-59
Author(s):  
José Ricardo López Espinosa ◽  
Edgar Oswaldo González Bello ◽  
Rocío López González
Keyword(s):  
Teacher Training ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Descriptive Study ◽  
Teaching Performance ◽  
Quantitative Methodology ◽  
Information And Communication ◽  
Training Courses ◽  
The University ◽  
Formación Docente

En este trabajo se analizan las deficiencias y avances que se han generado en el marco del Programa Institucional de Formación Docente de la Universidad de Sonora y su contribución al desarrollo de la enseñanza mediante la capacitación del profesorado sobre el uso de Tecnologías de Información y Comunicación en la enseñanza. Es un estudio de corte cuantitativo en el cual se aplicó un cuestionario a 80 profesores, de distintas disciplinas, quienes han participado en cursos de capacitación que ofrece la institución para el uso de recursos digitales. Los resultados revelan la necesidad de ofrecer capacitaciones acordes a los requerimientos particulares de la planta docente, así como cursos especializados enfocados en instruir cómo emplear pedagógicamente las tecnologías en cada asignatura con el propósito de mejorar el ejercicio docente. También se advierte que la formación ofrecida en la institución poco ha logrado motivar a los profesores para utilizar las tecnologías.Training and use of ICT in higher education: teachers opinionsAbstractThis paper analyzes the deficiencies and progress that has been generated under the Institutional Program of Teacher Training of the University of Sonora and its contribution to the development of teaching through teacher training on the use of Information and Communication Technologies in teaching. It is a descriptive study of quantitative methodology in which questionnaires were applied to 80 teachers from different disciplines who have participated in training courses offered by the institution the use of ICT. The results reveal the need for trainings according to the requirements of teachers, as well as the lack of specialized courses focused on instructing how to use the technologies in each subject for the purpose of improving the teaching performance. It is also noted that the training provided in the institution has not managed to motivate teachers to use the technologies. Recibido: 18 de agosto de 2017Aceptado: 10 de julio de 2018

scholarly journals MEASURING DIGITAL DIVIDE IN KING ABDULAZIZ UNIVERSITY

2012 ◽  
Vol 3 (1) ◽  
pp. 8-19
Author(s):  
Iqbal S. Alsaleh ◽  
Shaymaa M. Rashad
Keyword(s):  
Digital Divide ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Information And Communications Technology ◽  
Small Scale ◽  
Order Effects ◽  
Diffusion Of Technology ◽  
Information And Communication ◽  
King Abdulaziz University ◽  
The University

Due to the undesirable effects of the gap between citizens to access and use information and communication technologies (ICT), most researchers have been paying much attention to the threat of a digital divide. Unfortunately an amazingly large number of people do not have the abilities to use the ICTs in a proper way and, therefore, cannot draw advantages from its usage. As a result, digital divide is commonly regarded as a potential barrier for participation in the information society. This study measure the digital divide in Saudi Arabia by analyzing the results of a small-scale study conducted at the University KAU, regarding students’ and university members’ perceptions toward the usage of ICT. This analysis measure the digital divide concerning some factors like gender, educational level using a questionnaire. The analysis shows that KAU has no digital divide. Key words: digital divide, information and communications technology, ICT, diffusion of technology, second order effects.

Sign in / Sign up

Export Citation Format

Share Document