Exploring physical education teachers’ perceptions and attitudes towards digital technology in outdoor education

Karlsson, Andreas Isgren; Alatalo, Tarja; Nyberg, Gunn; Backman, Erik

doi:10.1080/14729679.2022.2054835

Cited by 12 publications

(6 citation statements)

References 17 publications

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“…In other words, the attitude towards digital technology plays a bridge role in the relationship between digital citizenship and motivation towards social studies, effectively linking these two variables. Consistent with previous research findings, the attitude towards digital technology has a positive impact on motivation towards social studies (Isgren Karlsson, Alatalo, Nyberg & Backman, 2022). Similarly, motivation towards social studies also positively influences the attitude towards digital technology (Novikova, Bychkova & Zamaldinova, 2021).…”

Section: Discussionsupporting

confidence: 89%

Untitled

2023

OJER

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The aim of this study is to clarify the mediating role of attitudes towards digital technology in the relationship between digital citizenship in social studies class and motivation, and to provide an important perspective for educators. The research was conducted using a correlational survey model to reveal the relationships between digital citizenship in social studies class, motivation, and attitudes towards digital technology. The study group consisted of 409 sixth and seventhgrade students attending a public school affiliated with the Ministry of National Education in Oltu district, Erzurum, during the 2022-2023 academic year. The sample size was determined using disproportionate stratified sampling technique, with a sufficiency level of 95% confidence, calculated as a minimum of 374. Accordingly, the target was to reach 420 students. However, due to some missing data during the data collection process, data from 409 students were used. After eliminating 21 data with outlier characteristics, 388 valid data were used for the analysis. Of the participating students, 212 (51.8%) were male, and 197 (48.2%) were female. The Digital Citizenship Scale, Social Studies Class Motivation Scale, and Attitudes Towards Digital Technology Scale were used for data collection in the study. Descriptive statistics, including means and coefficients, were used for data analysis. The data collected in the study were analyzed using SPSS 20 and Lisrel 8.8 software packages. The relationships between digital citizenship, motivation in social studies class, and attitudes towards digital technology were tested using Structural Equation Modeling. The study found that attitudes towards digital technology play a significant partial mediating role in the relationship between digital citizenship and motivation in social studies class.

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Section: Discussionsupporting

confidence: 89%

Untitled

2023

OJER

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“…When the digital technology reform of the education system was fully implemented in Sweden, Karlsson embarked on a study of teachers’ evaluation of the use of digital technology. Among the many influencing factors, curriculum development plays an important role, but the role of factors such as digital equipment, areas of knowledge, and students’ needs should not be ignored [ 15 ]. Oliveira examined the use of digital technology in Brazil during the neo-Kwanzaa outbreak in primary education, and by analyzing, among other things, policy documents, he argued that students’ use of digital technology depended on family income.…”

Section: Theoretical Basis and Literature Reviewmentioning

confidence: 99%

Research on collaborative innovation optimization strategies for digitally enabled higher education ecosystems

Zhao,

Yang

2024

PLoS ONE

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Digitally enabled higher education involves the in-depth use of new-generation digital technology, which has subverted and innovated the traditional teaching mode, driven the development of high-quality teaching and learning, and improved teachers’ teaching experience, and increased efficiency. Based on ecosystem theory, this paper constructs a higher education ecosystem with the government, enterprises, and universities as the core participating subjects. It considers the participating subjects’ effort level and the ecosystem’s overall benefits under the three scenarios of noncooperative research and development (R&D), cost sharing, and cooperative R&D. The results show that (1) the service innovation effort level of the three parties increases with increasing human resource level and technology maturity, and the government’s benefit decreases with increasing cost of fulfilling social responsibility. (2) The government’s cost subsidies to universities and enterprises can enhance the service innovation level of both parties and increase the optimal returns of the three parties and the ecosystem as a whole. (3) In the cooperative R&D game scenario, the effort level of the three parties and the total ecosystem returns are greater than those in the noncollaborative R&D scenario, and after determining the subsidy coefficients of the government, Pareto optimality of the three parties and the ecosystem as a whole can be achieved. The conclusions of this study can aid in understanding the dynamic evolution mechanism of digitally enabled higher education and provide a realistic decision-making reference for higher education ecosystem managers.

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“…In many ways, this aligns with Pyle's (1993) outlining of the extinction of experience which puts forward that humans have a disaffecting and increasingly disconnected relationship with nature. The Swedish-based study of Isgren Karlsson et al (2022) picks up on this through the perspectives of physical education teachers’ perceptions of technology in outdoor education. They demonstrated how some teachers felt that outdoor education is about (re)connecting with nature and that technology restricted learners’ abilities to do this.…”

Section: The Present Literature: a Dichotomy In Theory And Practicementioning

confidence: 99%

“…The above sections demonstrate a distinct and historically situated dichotomy on the use of technology in outdoor education. From narratives of technology disconnecting learners from nature (e.g., Isgren Karlsson et al, 2022) to technology enhancing reflection and memory (e.g., Loeffler, 2004), the position of technology in outdoor education remains a contested topic. However, recent work on the role of the postdigital in outdoor education extends and, perhaps, collapses this dichotomy (Reed, 2022).…”

Section: The Present Literature: a Dichotomy In Theory And Practicementioning

confidence: 99%

Instructor Perspectives on Mobile Technologies and Social Media in Practice: Findings From the United Kingdom's Outward Bound Trust

Reed

2023

Journal of Experiential Education

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Background: The use or non-use of mobile technologies and social media in residential outdoor adventurous education (OAE) remains contested and generates an often-cited for-and-against argument in both theory and practice. Purpose: This qualitative study explored instructor perceptions of mobile technologies and social media in their practice as members of instructional staff at the United Kingdom's Outward Bound Trust. Methodology/Approach: Grounded within a multiple-case study design, 20 members of instructional staff were interviewed online from three Outward Bound Trust centers across Wales, England, and Scotland. Findings/Conclusions: Two major themes are shared as statements: (1) phone-free outdoor experiences are more impactful for young people in contemporary society; (2) social media is fake, outdoor adventurous education necessitates in-person and in-place interaction. These findings are presented within a postdigital conceptual lens which questions whether any residential outdoor experience can be truly “technology free.” Implications: The study consolidates perspectives on mobile technologies and social media in the practices of residential OAE instructors. These perspectives are considered important in the framing and delivery of contemporary OAE practice.

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Exploring physical education teachers’ perceptions and attitudes towards digital technology in outdoor education

Cited by 12 publications

References 17 publications

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Research on collaborative innovation optimization strategies for digitally enabled higher education ecosystems

Instructor Perspectives on Mobile Technologies and Social Media in Practice: Findings From the United Kingdom's Outward Bound Trust

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