You are here:

Gadgets in the Gymnasium: Physical Educators’ Use of Digital Technologies
ARTICLE

français, langue française/French Les gadgets au gymnase : l’utilisation des technologies numériques par les enseignants en éducation physique

,

CJLT Volume 43, Number 1, ISSN 1499-6677 e-ISSN 1499-6677 Publisher: Canadian Network for Innovation in Education

Full Text

Abstract

This article highlights results from a recent study that investigated Atlantic Canadian physical educators’ adoption and implementation of various digital technologies. Employing a mixed-methods research design (survey participants, n = 206; focus group participants, n = 12), the research intended to provide a clear overview of physical educators’ implementation of digital technologies—as well as an account of the factors that may enable or limit their use. Results suggest that some digital technologies are used more (e.g., audio players, computers) than others (e.g., Dartfish, iTouch). Moreover, a number of external barriers (limitations in time, expertise, resources) and internal barriers (teacher beliefs, established pedagogy) were identified. In light of these results, a number of observations and comments are offered. Results from this research might be of particular interest to those engaged with physical education and technology implementation.

français, langue française/French:

Cet article souligne les résultats d’une étude récente qui s’est penchée sur l’adoption et la mise en application de diverses technologies numériques par les moniteurs d’éducation physique du Canada atlantique. À l’aide d’un modèle de recherche faisant appel à des méthodes mixtes (participants au sondage, n = 206; participants au groupe de discussion, n = 12), l’étude entendait fournir un survol limpide de la mise en œuvre des technologies numériques par les enseignants en éducation physique, ainsi qu’un compte-rendu des facteurs qui peuvent permettre ou limiter cet usage. Les résultats suggèrent que certaines technologies numériques sont plus utilisées (p. ex. lecteurs audio et ordinateurs) que d’autres (p. ex.. Dartfish, iTouch). De plus, un certain nombre d’obstacles externes (des limites relatives au temps, à l’expertise, aux ressources) et internes (croyances des enseignants, pédagogie établie) ont été repérés. À la lumière de ces résultats, nous offrons certaines observations et des commentaires. Les résultats de ces recherches peuvent être intéressants pour les personnes qui s’occupent de l’éducation physique et de la mise en application des technologies.

Citation

Robinson, D. & Randall, L. (2017). Gadgets in the Gymnasium: Physical Educators’ Use of Digital Technologies. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 43(1),. Canadian Network for Innovation in Education. Retrieved June 7, 2023 from .

Keywords

References

View References & Citations Map
  1. Baranowski, T., Buday, R., Thompson, D.I., & Baranowski, J. (2008). Playing for real: Videogames and stories for health related behavior change. American Journal of Preventative Medicine, 34(1), 74-82.
  2. Casey, A., & Jones, B. (2011). Using digital technology to enhance student engagement in physical education. Asia-Pacific Journal of Health, Sport and Physical Education, 2(2), 51-66.
  3. Chorney, D. (2014). Technology in health and physical education. In D.B. Robinson& L. Randall (Eds.), Teaching physical education today: Canadian perspectives (pp. 259-273).
  4. Clapham, E., Sullivan, E.C., & Ciccomascolo, L.E. (2015). Effects of a physical education supportive curriculum and technological devices on physical activity. The Physical Educator, 72(1), 102-116. Retrieved from http://digitalcommons.uri.edu/kinesiology_facpubs/8/
  5. Crawford, S., & Fitzpatrick, P. (2015). The use of mobile digital technology and iPod Touches in physical education. In Y. Zhang (Ed.), Handbook of mobile teaching and learning (pp. 19).
  6. Cummiskey, M. (2011). There’s an app for that: Smartphone use in health and physical education. Journal of Physical Education, Recreation& Dance, 82(8), 24-29.
  7. Ennis, C.D. (2013). Implications of exergaming for the physical education curriculum in the 21st century. Journal of Sport and Health Science, 2(3), 152-157.
  8. Finkenberg, M.E. (2008). Future choices, future trends in technology and kinesiology and physical education. Quest, 60(1), 434-442. Doi:10.1080/00336297.2008.10483590
  9. Fogel, V., Miltenberger, R., Graves, R., & Koehler, S. (2010). The effects of exergaming on physical activity among inactive children in a physical education classroom. Journal of Applied Behaviour Analysis, 43(4), 591-600. Doi:10.1901/jaba.2010.43-591
  10. Forrest, G. (2009). Physical education: Using iPods to enhance the teaching of games in physical education. In J. Herrington, A. Herrington, J. Mantei, I. Olney, & B. Ferry (Eds.), New technologies, new pedagogies: Mobile learning in higher education (pp. 87-98).
  11. Green, N. (2002). Using ICT within PE—Its impact on a working department. The British Journal of Teaching Physical Education, 33(2), 25. Retrieved from http://researchonline.ljmu.ac.uk/561/
  12. Harris, F. (2009). Visual technology in physical education using Dartfish video analysis to enhance learning: An overview of the Dartfish project in New Brunswick. Physical& Health Education Journal, 74(4), 24-25.
  13. Hayes, E., & Silberman, L. (2007). Incorporating videogames into physical education. Journal of Physical Education, Recreation and Dance, 78(3), 18-24. Retrieved from https://eric.ed.gov/?id=EJ794565
  14. Janz, K.F. (2002). Use of heart rate monitors to assess physical activity. In G.J. Welk (Ed.), Physical activity assessments for health-related research (pp. 143-161). Champaign, IL:
  15. Khaddage, F. (2013). The iPad global embrace! Are we branding mobile learning? in SITE 2013:Proceedings of Society for Information Technology& Teacher Education International Conference 2013 (pp. 3234-3240). Chesapeake, VA: Association for the
  16. Koehler, M.J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Ed.), The handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: American Association of Colleges of
  17. Martin, J., McCaughtry, N., Kulina, P., Cothran, D., & Faust, R. (2008). The effectiveness of mentoring-based professional development on physical education teachers’ pedometer and computer efficacy and anxiety. Journal of Teaching in Physical Education, 27(1), 68-82. Doi:10.1123/jtpe.27.1.68
  18. McCaughtry, N., Oliver, K.L., Dillon, S.R., & Martin, J.J. (2008). Teachers’ perspectives on the use of pedometers as instructional technology in physical education: A cautionary tale. Journal of Teaching in Physical Education, 27(1), 83-99.
  19. Mears, D. (2009). Podcasts and wiki’s: Delivering content information using technology. Strategies: A Journal for Physical and Sport Educators, 23(1), 29-34.
  20. Morgan, C.F., Pangrazi, R.P., & Beighle, A. (2003). Using pedometers to promote physical activity in physical education. Journal of Physical Education, Recreation and Dance 4(7), 33-38.
  21. Palao, J.M., Hastie, P.A., Guerrero Cruz, P., & Ortega, E. (2015). The impact of video technology on student performance in physical education. Technology, Pedagogy and Education, 24(1), 51-63. Doi:10.1080/1475939X.2013.813404
  22. Pangrazi, R., Beighle, A., & Sidman, C. (2003). Pedometer power: 67 lessons for K-12. Champaign, IL: Human Kinetics.
  23. Papastergiou, M. (2009). Exploring the potential of computer and videogames for health and physical education: A literature review. Computers& Education, 53(3), 603-622.
  24. Perlman, D., Forrest, G., & Pearson, P. (2012). Nintendo Wii: Opportunities to put the education back into physical education. Australian Journal of Teacher Education, 37(7), 85-94.
  25. Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
  26. Staiano, A.E., & Calvert, S.L. (2011). Exergames for physical education courses: Physical, social, and cognitive benefits. Child Development Perspectives, 5(2), 93-98.
  27. Tearle, P., & Golder, G. (2008). The use of ICT in the teaching and learning of physical education in compulsory education: How do we prepare the workforce of the future? European Journal of Teacher Education, 31(1), 55-72. Doi:10.1080/02619760701845016
  28. Thomas, A., & Stratton, G. (2006). What we are really doing with ICT in physical education: A national audit of equipment, use, teacher attitudes, support, and training. British Journal of Educational Technology, 37(4), 617-632. Doi:10.1111/J.1467-8535.2006.00520.x
  29. Weir, T., & Connor, S. (2009). The use of digital video in physical education. Technology, Pedagogy and Education, 18(2), 155-171. Doi:10.1080/14759390902992642
  30. Woods, M.L., Goc Karp, G., Miao, H., & Perlman, D. (2008). Physical educators’ technology competencies and usage. Physical Educator, 65(2), 82-99. Retrieved from http://ro.uow.edu.au/edupapers/319/
  31. Wyant, J., Jones, E., & Bulger, S. (2015). A mixed methods analysis of a single-course strategy to integrate technology into PETE. Journal of Teaching in Physical Education, 34(1), 131-151. Doi:10.1123/jtpe.2013-0114

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Also Read

Related Collections