Obstacles et facilitateurs à l’usage des technologies numériques dans le cadre du modèle d’apprentissage coopératif en éducation physique1

Abstract

There are a range of digital technologies available for use in education and a number of pedagogical approaches reported to support technology integration and pupil learning in physical education contexts. The use of technology by practitioners at present, however, is far from omnipresent. The purpose of this study was to explore the barriers and facilitators to purposeful technology integration when using the Cooperative Learning model in physical education. Data are presented from an action research project that focused on how a teacher-researcher used iPads within the Cooperative Learning model to support pupil learning. An athletics (track and field) unit was taught to 2 separate classes (36 pupils in total) using the key features of the Cooperative Learning model. The teacher-researcher used action research as a professional learning mechanism to refine her practice through gathering data from focus groups interviews with pupils, teacher-researcher reflections and a colleague's observation. Following the unit, data were analysed through inductive analysis and constant comparison and the authors engaged in a peer examination process. Unfamiliarity with technology and poor group cooperation were identified as initial barriers to pupil learning when integrating technology. If practitioners are to purposefully integrate digital technologies into physical education and ensure technology can help students to learn optimally, practitioners should engage with a reflexive process of learning, such as action research, to refine and develop their practices.

Enseigner l’adoption d’un mode de vie sain et actif en éducation physique et à la santé (EPS) dans un contexte de formation à distance

“…Sachant que la plupart des études portent sur l'utilisation des tablettes électroniques et de vidéos (Bodsworh et Goodyear, 2019 ;Rumo et Melly, 2019) et que l'adoption d'un mode de vie sain et actif dans l'ensemble des contextes de vie du jeune bénéficierait d'une utilisation plus globale des pratiques pédagogiques intégrant le numérique, il apparaissait pertinent d'approfondir la problématique autour de cette compétence. Cette visée est supportée par les conclusions d'une étude française (Potdevin et al, 2020) qui révèle que, lors de la pandémie de COVID-19, les personnes enseignantes en EPS sont demeurées attachées à leur mandat, mais que celui-ci est complexe et nécessite des connaissances théoriques et des savoirs professionnels différents pour concevoir, mettre en place et réguler des stratégies multiniveaux.…”