A standard for teaching technical competencies of physical education in Egypt according to ISTE (NETS-T) standards

Abstract

Technology application and internet services are prominent developments in the field of global educational systems. These developments have imposed a change in the role and responsibilities of faculty members and the need to possess technical competencies. Faculty members must apply modern learning theories and organize their learning and evaluation plans based on interactive electronic resources. This study first aimed to suggest a standard of technical teaching competencies for faculty members in physical education under the standards of the International Society for Technology in Education for Teachers (NETS-T). Second, our purpose was to identify the degree to which faculty possess these competencies. The main study involved 812 participants. The exploratory study survey sample consisted of 200 faculty members. The data collection tool consisted of a questionnaire in the form of an opinion poll that included 90 items representing the proposed educational technology competencies within 20 fields representing 5 standards defined by the International Society for Technology in Education for Teachers (ISTE) (NETS-T), 2008. The data collection tool (questionnaire) was evaluated by experts. The exploratory and basic study were carried out using an electronic copy of the questionnaire prepared on Google Forms, and the participation link was sent via emails.

Technological competencies in the education of undergraduate students in sports education

“…The lockdown caused by the COVID-19 pandemic is also illustrative of the significance of this percentage and its height relative to other benchmarks. Universities in Egypt and Saudi Arabia tended to rely on education systems and electronic content management such as Blackboard & Moodel (Hassan, Najib, & Hassan, 2021). In terms of establishing course objectives, this pronounced affected the number of teachers who implemented these systems' tools.…”

“…This high percentage is generally attributable to an increase in students' abilities to deal with technological techniques and hardware and software problems that arise during use. Some universities have specialized departments in technical support and assistance in the production of educational materials provided to students (Hassan, Najib, & Hassan, 2021).…”