Effect of Physical Education Teachers' Computer Literacy on Technology Use in Physical Education

Abstract

Teachers' computer literacy has been identified as a factor that determines their technology use in class. The aim of this study was to investigate the relationship between physical education (PE) teachers' computer literacy and their technology use in PE. The study group consisted of 57 high school level in-service PE teachers. A survey was used to assess the PE teachers' computer literacy and instructional technology and media use in PE. Quantitative statistical procedures were performed to analyze the data. The majority of the PE teachers did not often use technology in PE. PE teachers' computer literacy had an effect on their technology use in PE. PE teachers' use of information and communication technologies (ICTs) such as laptops, Internet, and digital cameras showed statistically significant differences in their computer literacy levels (low, average, and high). The surveyed PE teachers tended to not use technology in PE. However, the higher their computer literacy level was, the more likely they were to include technology in PE.

Understanding Teacher Perceptions of Assistive Technology

“…For teachers, computer literacy includes the skills that allow them to use computers comfortably as instructional tools (Watt, 1980). Teachers’ computer literacy can affect their technology use in class (Kretschmann, 2015).…”

The development of TPACK, Technology Integrated Self-Efficacy and Instructional Technology Outcome Expectations of pre-service physical education teachers

“…The research to date has identified the ability and actual usage of technology to be low among teachers (Altun, 2013;Hsu, 2010;Levin & Wadmany, 2008) and PE teachers (Kretschmann, 2012;Tearle & Golder, 2008;Thomas & Stratton, 2006;Yaman, 2008;Yilmaz, Ulucan, & Pehlivan, 2010). Teachers mostly use the internet to attract students' attention (Lee & Tsai, 2010).…”

Les défis et les apprentissages des formateurs d’enseignants d’éducation physique pendant la pandémie de COVID-19 au Brésil

“…Au cours de la dernière décennie, il y a eu une croissance exponentielle des cours de formation à distance en éducation physique au Brésil (Anversa et al, 2017;Lazzarotti Filho et al, 2015) contrairement à la tradition du domaine ancrée sur le savoir-faire et les pratiques et expériences corporelles. Il convient de noter que la formation des enseignants d'éducation physique a été imprégnée, comme cela est le cas pour d'autres domaines, des technologies numériques, surtout dans les débats sans portée pratique (Kretschmann, 2015;Leight et Nichols, 2012).…”

“…La pertinence de cette recherche se trouve dans le fait qu'elle documente et diffuse le processus de transition de ces formateurs d'un modèle d'enseignement présentiel à un enseignement à distance, médiatisé par les technologies. Il est à noter qu'il y a peu d'études empiriques dans le domaine des technologies numériques et de l'éducation physique et, en particulier, sur le point de vue des enseignants de cette discipline (Kretschmann, 2015).…”