Technology for Tomorrow's Teachers

Roth, Kristi

doi:10.1080/07303084.2014.884420

Cited by 20 publications

(10 citation statements)

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“…Similar to Østerlie (2016) and Roth (2014), Patrick found that flipped learning can increase levels of physical activity because you can start the lesson immediately with practical activity as the students have conducted the explanation and understanding in their homework. The 50minute lesson time could therefore be used more "efficiently and effectively" by establishing the routine of flipped learning.…”

Section: Establishing Routinesmentioning

confidence: 74%

Exploring pedagogies of digital technology in physical education through appreciative inquiry

Sargent¹,

Casey²

2018

Digital Technology in Physical Education

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From a pedagogical perspective, what physical education (PE) teachers think, say and do with regards to digital technology has received little attention (Lupton 2015). This chapter examines a case study of 'Patrick', a UK PE teacher who embedded digital technology into his teaching. Using a case study approach guided by appreciative inquiry, this chapter draws on the views and experiences of Patrick, and others in his school, regarding digital technology use in an effort to understand the factors and experiences that influence how and why he uses digital technology. By developing a culture around digital technology both in the school and his practice, Patrick established simple routines and strategies to develop his pedagogy of digital technology.

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Section: Establishing Routinesmentioning

confidence: 74%

Exploring pedagogies of digital technology in physical education through appreciative inquiry

Sargent¹,

Casey²

2018

Digital Technology in Physical Education

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“…Ello justificaría la creciente influencia de los dominios pedagógicos sobre los tecnológicos y la apuesta por una integración efectiva de los conocimientos disciplinares, tecnológicos y pedagógicos (Almerich et al, 2016;Juniu, 2011;Mishra & Koehler, 2006). Se necesita investigar sobre el papel innovador y la utilidad de las pedagogías emergentes complementadas con TIC, como el flipped classroom entre otras, o sobre la eficacia en EF de modelos como el TPCK como se viene haciendo (Arslan, 2015;Cengiz, 2015;Roth, 2014).…”

Section: Validación Y Fiabilidad Del Cuestionariounclassified

“…La intencionalidad didáctica en el uso de las TIC adquiere hoy una importancia creciente como muestran los trabajos de Krause y Lynch (2016), Veletsianos (2016) o investigaciones centradas en la EF (Arslan, 2015;Díaz-Barahona et al, 2019;Cengiz, 2015;Roth, 2014) cuyas propuestas asignan funciones pedagógicas a la tecnología y apuestan por la integración eficaz de las tecnologías emergentes entre las pedagogías emergentes; a partir de las cuales surgen técnicas de enseñanza como la gamificación, el flipped classroom (Sams y Bergmann, 2013), el aprendizaje expandido, el mobile learning o modelos sustentados en plataformas web.…”

Section: Introducción Y Estado De La Cuestiónunclassified

El conocimiento y la intencionalidad didáctica en el uso de TIC del profesorado de educación física (Physical education teachers’ knowledge and educational intentionality in the use of ICT)

Barahona

Molina‐García²,

Monfort-Pañego³

2020

Retos

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La formación digital tecnocéntrica del profesorado y el uso tradicional de las tecnologías de la información y de la comunicación (TIC), muestran la debilidad del discurso pedagógico frente al tecnológico, confirmando la limitada intencionalidad didáctica de los docentes al usar dichas tecnologías. En educación física se carece de instrumentos específicos para estudiar esa realidad. El objetivo del trabajo fue validar, por el método Delphi, un cuestionario para medir el nivel de conocimiento y la intencionalidad didáctica del profesorado de educación física al usar las TIC, atendiendo a la edad y al género. Posteriormente se aplicó el cuestionario a una muestra representativa de 155 docentes de educación física de enseñanza primaria de Valencia y área metropolitana. Los resultados indican que el cuestionario posee fiabilidad y validez adecuadas para estudiar dichas variables, confirmando elevados conocimientos y mayor intencionalidad didáctica al usar tecnología entre los maestros respecto a las maestras y entre el profesorado joven en relación al de mayor edad. Los hallazgos revelan que los conocimientos predicen positivamente la intencionalidad pedagógica al usar las TIC y que la edad se relaciona negativamente con los conocimientos; también aconsejan alentar políticas de formación del profesorado que mejoren el paradigma técnico imperante, incorporen la perspectiva de género como eje transversal y apoyen modelos de hibridación tecnopedagógica en las aulas.Abstract. The technocentric and traditional training of teachers in the use of the information and communication technologies (ICT) show the weakness of the pedagogical discourse versus the technological discourse, confirming the limited educational intentionality of teachers when using these technologies. Moreover, in subjects such as physical education, there is a lack of specific instruments that allow studying this issue. The objective of the study was to develop and validate, by the Delphi method, a questionnaire to measure the level of knowledge and the educational intentionality of physical education teachers when using ICT, considering age and gender factors. Subsequently, the questionnaire was applied to a representative sample of 155 primary school teachers from the city of Valencia and metropolitan area. The results indicated that the questionnaire had a good reliability and validity. The findings also indicated the existence of a high level of knowledge among teachers. In addition, a greater educational intentionality was found among male teachers compared with female teachers, as well as among younger teachers compared with older teachers. Moreover, the results showed that level of knowledge was a positive correlate of educational intentionality, as well as teachers’ age was negatively related to level of knowledge. Considering the present findings, it would be relevant to develop teacher training policies that improve the prevailing technical paradigm and support alternative models that show the educational value of the ICT. This digital immersion could reduce gender and generational barriers to the use of ICT.

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“…Apesar de identificarmos a ausência de estudos que tenham planejado, desenvolvido e avaliado os efeitos da SAI no contexto da EFE, algumas propostas de utilização dessa metodologia são encontradas na literatura. Roth (2014), que é afiliado a uma universidade americana, se refere ao uso de diversos tipos de tecnologias existentes hoje e que podem ser utilizadas por professores de EF como recursos pedagógicos. Dentre os recursos mencionados está a gravação de vídeos a fim de serem utilizados na SAI.…”

Section: Sala Deunclassified

A sala de aula invertida na Educação Física escolar

Belmont

Osborne

Lemos

2019

Motriv

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Apesar de inúmeros trabalhos publicados sobre a metodologia Sala de Aula Invertida, há uma lacuna sobre seus efeitos na Educação Física Escolar. O objetivo desse ensaio é discutir a potencialidade da Sala de Aula Invertida como estratégia facilitadora da aprendizagem significativa de conceitos na Educação Física Escolar. Foi discutido, na perspectiva da Teoria da Aprendizagem Significativa, como a metodologia pode ser empregada nas aulas tanto como estratégia de ensino quanto de avaliação da aprendizagem conceitual. Acreditamos que as metodologias ativas que utilizem tecnologias como recursos, podem auxiliar no processo de aprendizagem significativa, se forem planejadas e desenvolvidas considerando as fases do ensino, o papel da interação social na aprendizagem e os elementos que influenciam no processo educativo.

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Technology for Tomorrow's Teachers

Cited by 20 publications

References 0 publications

Exploring pedagogies of digital technology in physical education through appreciative inquiry

Exploring pedagogies of digital technology in physical education through appreciative inquiry

El conocimiento y la intencionalidad didáctica en el uso de TIC del profesorado de educación física (Physical education teachers’ knowledge and educational intentionality in the use of ICT)

A sala de aula invertida na Educação Física escolar

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