Technology-mediated Physical Education teaching practices in Tunisian public schools: a national teacher survey

Trabelsi, Omar; Bouchiba, Mustapha; Souissi, Mohamed Abdelkader; Gharbi, A.; Mezghanni, Nourhen; Kammoun, Maher; Masmoudi, Liwa; Mrayeh, Maher

doi:10.1080/13573322.2021.1926962

Cited by 10 publications

(16 citation statements)

References 34 publications

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“…In line with previous studies, we highlight the need for TK transfer from teacher educators to preservice teachers (e.g. Trabelsi et al, 2021).…”

Section: Discussionsupporting

confidence: 89%

“…The availability of technical support and facilitation, access to resources, professional development paths, appropriate pedagogy, and opportunities for collaboration and leadership are also associated with teachers’ integration of ICT in their own practice (Chai et al, 2013; Kay, 2006; Pettersson, 2018; Tondeur et al, 2012). In the context of PE, previous research has highlighted various benefits of specific ICT integration for learning outcomes (Koekoek et al, 2018; Trabelsi et al, 2021), as well as the necessity of favorable environmental conditions (Koh et al, 2022).…”

Section: Conceptual Framework: Digital Literacy and Role Modelingmentioning

confidence: 99%

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Information and communication technologies in physical education: Exploring the association between role modeling and digital literacy

Wohlfart,

Mödinger,

Wagner

2023

European Physical Education Review

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Teacher educators should serve as role models in terms of information and communication technologies (ICTs) use to promote digital literacy of future teachers. To analyze the association between role modeling by teacher educators and preservice teachers’ digital literacy and ICT integration intention in their classrooms, 185 physical education (PE) preservice teachers in the German federal state of Baden-Württemberg completed an online questionnaire of self-assessed technological, pedagogical, and content knowledge (TPACK) and ICT integration. The results of regression models revealed a positive association between content knowledge and pedagogical knowledge (PK) and overall intent to integrate ICT into teaching. The results further indicated that the impact of role modeling on preservice teachers varies depending on the chosen ICT. In this paper, we discuss the implications of these findings for higher education in general and for PE in particular.

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“…In line with previous studies, we highlight the need for TK transfer from teacher educators to preservice teachers (e.g. Trabelsi et al, 2021).…”

Section: Discussionsupporting

confidence: 89%

Section: Conceptual Framework: Digital Literacy and Role Modelingmentioning

confidence: 99%

Information and communication technologies in physical education: Exploring the association between role modeling and digital literacy

Wohlfart,

Mödinger,

Wagner

2023

European Physical Education Review

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“…Another limitation of the study concerns the investigation tool utilized to assess students' performance of floor exercise skills. Given that the present investigations targeted an original PE setting in Tunisia, the research team deliberately refrained from resorting to technology-enhanced assessment methods, which are rarely implemented in such settings (Trabelsi et al, 2021). It is likely that the incorporation of movement analysis applications (apps) and software, such as Dartfish, UberSense, SportsCad, etc., into the assessment process could have generated a different pattern of findings.…”

Section: Discussionmentioning

confidence: 99%

Video modeling examples are effective tools for self-regulated learning in physical education: Students learn through repeated viewing, self-talk, and mental rehearsal

Trabelsi

Gharbi

Souissi

et al. 2021

European Physical Education Review

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This study aimed at assessing the impact of video modeling examples (VMEs) on secondary school students’ self-regulated learning experiences in gymnastics in original physical education (PE) settings. A total of 56 students (28 males and 28 females), aged 16–17, took part in a seven-week gymnastics learning unit for the purpose of acquiring new motor skills and knowledge using VMEs, in the absence of teacher and peer assistance. Repeated measurements were collected through gymnastics floor routines and a custom-designed written test. Semi-structured interviews were administered to explore students’ self-regulated learning strategies. The analysis of quantitative data revealed significant improvements in males’ skill performance (pre: 4.54 ± 2.42, post: 10.97 ± 3.25 points; p < 0.001) and knowledge (pre: 6.43 ± 2.26, post: 13.19 ± 3.09 points; p < 0.001), as well as females’ skill performance (pre: 2.64 ± 2.09, post: 8.96 ± 4.12 points; p < 0.001) and knowledge (pre: 6.14 ± 2.48, post: 10.97 ± 3.25 points; p < 0.001) after taking part in the practical intervention. Sex-based differences, in favor of the males, were only observed in knowledge outcomes (males: Δ (Δ%) = 6.76 (105.1%), females: Δ (Δ%) = 4.25 (69.2%); p < 0.05). Qualitative data analysis yielded three major learning strategies: repeated viewing and interpretation of VMEs, self-talk and mental rehearsal. In conclusion, VMEs were able to empower the participating students to acquire motor skills and knowledge in PE classes through activating different metacognitive learning strategies, and even without resorting to teacher/peer assistance. Data from this study could prompt PE teachers to incorporate VME-mediated self-regulated learning methods into their teaching practices for better classroom management and for improving their students’ metacognition.

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“…Because they were unfamiliar with technology tools and with teaching English online, they found incorporating digital media into their classrooms to be challenging (Merç, 2015). A similar study was conducted by Trabelsi et al (2021) who found that PE teachers were overwhelmed with technical requirements for their daily teaching practices. Because of these problems, the teachers encountered challenges including a lack of engagement between teachers and students, a lack of student discipline in engaging in learning activities, and occasionally, teachers felt overburdened since they were pressed for time while working (Ramane, 2021).…”

Section: Discussionmentioning

confidence: 95%

Teachers’ challenges and strategies in using digital media in teaching English

Salam,

Wahdini,

Surmiyati

et al. 2023

Jeltim

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This study aimed to identify the challenges faced by teachers in integrating digital media in EFL classrooms and explore their innovative solutions to overcome them. Data were derived from interviews with teachers who attempted to incorporate digital media in a variety of situations. Official documents, including local and national government regulations, school websites, school YouTube channels, and lesson plans supplemented the interview data. The results revealed that teachers faced challenges such as lack of competence, deficient teaching materials, and inadequate digital teaching skills when attempting to integrate technology into their classroom. Limitations of infrastructures, such as low internet bandwidth and a scarcity of devices available in their schools were also reported as additional contributing challenges. Despite the difficult circumstances, evident in the study were teachers’ willingness and efforts to make use of a diverse array of technology devices and applications in their classrooms. These included projectors, laptops, smartphones, audio speakers, as well as software such as word processors, PowerPoint, Google Classroom, Hot Potatoes, search engines, WhatsApp, Zoom, Google Meet, online dictionaries, YouTube, and video editors. This study sheds light on the resilience and resourcefulness of EFL teachers in adapting to digital media and offers insights into ways to support and enhance their efforts.

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Technology-mediated Physical Education teaching practices in Tunisian public schools: a national teacher survey

Cited by 10 publications

References 34 publications

Information and communication technologies in physical education: Exploring the association between role modeling and digital literacy

Information and communication technologies in physical education: Exploring the association between role modeling and digital literacy

Video modeling examples are effective tools for self-regulated learning in physical education: Students learn through repeated viewing, self-talk, and mental rehearsal

Teachers’ challenges and strategies in using digital media in teaching English

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