Information and Communication Technologies as Innovative Means of Physical Education: Current Problems and Evaluation of Use

Abstract

In the article the conceptual and terminological apparatus of the research are outlined and the essence of concepts «information», «communication», «information and communication technologies» is clarified, in particular the latter is interpreted as a combination of software, methods and means that ensure the effective assimilation of material as a result of transmission, processing, receiving, sharing, storing new information with the help of modern technical (information) resources.
 Classification of means of information and communication technologies is worked out, which focuses on priority tasks (educational, health improving and upbringing), that physical culture teacher solves. These specified groups are divided into types (with the use of computer and without using it) and categories (with the help of Internet and without it). Group of realization of educational tasks involves such means of ІCТ as: electronic encyclopaedias, video data, cloudy technologies, TV conference, games, interactive board, application software, presentation, smartphone; health improving – smartphone and fitness gadgets; upbringing – electronic encyclopaedias, video data, games, interactive board, presentation. It is discovered that information and communication technologies, as part of innovative education, assist the effectiveness of education, development and upbringing, increase of the personal interest and motivation of students to lessons, their application is inalienable part of professional activity of physical culture teacher.
 On the basis of investigation with experimental methods it turns out that most physical education teachers use ICT in their professional activities to some extent, but do not have profound knowledge regarding the completeness of their technical and educational capabilities, seldom use them in training, do not use the full range of tools. Almost half (49.5 %) of respondents understand the concept of «information and communication technologies» as computer programs, most of them indicate that in their professional activity they mostly use presentations and video materials (31 % and 38.5 %, respectively), less often teachers apply fitness gadgets and smartphone apps (22.5 % and 16 %, respectively), and cloud technology are rarely used by teachers. The correlation between teachers’ age, their experience and the degree of ICT use in professional activity was found out. It turned out that middle-aged teachers (31-36 years old) use ICT more often, but those with 5 to 20 years of experience, and rarely – young teachers with up to 5 years of experience. Teachers over 40 do not often use innovative technical means. It has been found out that young teachers (with work experience up to 5 years ) mostly use gadgets for personal purposes, but have no experience in using them in their professional activities; experienced teachers prefer traditional teaching methods and reject innovative opportunities, that is why teachers with average age of 31-36 years and average work experience of 15 years fall into the category of frequent ICT users.