Gadgets in the Gymnasium: Physical Educators’ Use of Digital Technologies | Les gadgets au gymnase : l’utilisation des technologies numériques par les enseignants en éducation physique

Robinson, Daniel B.; Randall, Lynn

doi:10.21432/t24c82

Cited by 6 publications

(2 citation statements)

References 32 publications

(48 reference statements)

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“…This includes, for example, a high time requirement or lack of training. A total of 13 studies presented results on this topic: six were quantitative in nature (Aktag, 2015;Bisgin, 2014;Fernández-Batanero et al, 2019;Hill & Valdez-Garcia, 2020;Legrain et al, 2015;Rojo-Ramos et al, 2020), four adopted a qualitative approach (Baek et al, 2018;Marttinen et al, 2019Marttinen et al, , 2020Steinberg et al, 2020), and two used a mixed-methods design (Kretschmann, 2015;Robinson & Randall, 2017).…”

Section: School Conditionsmentioning

confidence: 99%

“…They found that the lack of resources was often a major reason for not including digital media in PE. Specifically, regarding barriers influencing the use of digital media, teachers named class size as well as lack of access to media, support, time, expertise, and budget (Hill & Valdez-Garcia, 2020;Legrain et al, 2015;Robinson & Randall, 2017). The given resources also influenced the way in which digital media were used in the classroom (Marttinen et al, 2020).…”

Section: School Conditionsmentioning

confidence: 99%

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Digital technology in physical education: a systematic review of research from 2009 to 2020

Jastrow

Greve

Thumel

et al. 2022

Ger J Exerc Sport Res

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Digital media is currently one of the defining topics in discussions about schools and teaching. In this context, there has been a wide range of research in physical education (PE) in areas such as health, gamification, and wearable technologies. This raises the question of the goals pursued by empirical studies regarding the use of digital media in PE. The present systematic review provides an overview of the state of research in English and German on the use of digital media in PE. To this end, the included studies were those published between 2009 and 2020 in journals or edited volumes or as dissertations. They were found in relevant databases, selected based on criterion-guided screening, and transferred to the synthesis. Overall, this systematic review presents the possibilities and limitations of digital media in PE and highlights the goals regarding the use of digital media in PE that are pursued by empirical studies in the categories of physical, cognitive, social, affective, and school framework conditions. While benefits from the usage of digital media in PE—such as in terms of motivation or improving sport-specific motor capabilities and skills—were identified, barriers regarding the preparation of PE teachers were also found. More specifically, the benefits of using digital media to achieve PE-related goals were in the foreground in many of the selected studies. However, only a few specifically addressed learning via media, including topics such as data protection and the effect that viewing images has on students’ self-concepts.

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