Teachers’ and students’ perceptions of the use of interactive technologies in physical education classes
Main Article Content
Abstract
It is widely known that the advent of technology continues to expand, especially in education. Interactive technologies are considered important tools to help teach different areas of knowledge. However, in Physical Education their use is still a challenge and there is a lack of studies that investigate the perception of those involved in this process and their ways of use. This study is cross-sectional, quantitative and aimed to verify the perception of teachers and students on the use of interactive technologies in Physical Education classes in three schools in the Metropolitan Region of Recife. Six teachers and seventy-one students were evaluated through the questionnaire adapted from Russell (2007), which measures aspects related to interactive technologies in teaching. A total of 61.9% of the students and 33.3% of the teachers considered that interactive technologies can promote effective teaching and learning. When questioned about the use of technologies in Physical Education classes, only 17% of the students stated that they were used regularly, while 83.3% of the teachers agreed with this. In conclusion, interactive technologies can help teaching if the process occurs according to a plan and with the preparation of teachers to mediate knowledge, contributing to student learning.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This magazine is available in open access under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (http://creativecommons.org/licenses/by-nc-sa/4.0/).
References
Amzalag, M. (2021). Parent attitudes towards the integration of digital learning games as an alternative to traditional homework. International Journal of Information and Communication Technology Education (IJICTE), 17(3), 151-167. DOI: https://doi.org/10.4018/IJICTE.20210701.oa10
Adedoyin, O. B. & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 31(2), 863-875. DOI: https://doi.org/10.1080/10494820.2020.1813180
Almahasees, Z., Mohsen, K. & Amin, M. O. (2021). Faculty’s and students’ perceptions of online learning during COVID-19. Frontiers in Education, 6, 638470. DOI: https://doi.org/10.3389/feduc.2021.638470
American College of Sports Medicine (2020, march). Staying Physically Active During the COVID-19 Pandemic. Keeping Children Active during the Coronavirus Pandemic (handout). Disponível em https://www.exerciseismedicine.org/assets/page_documents/EIM_Rx%20for%20Health_%20Keeping%20Children%20Active%20During%20Coronavirus%20Pandemic.pdf
Aniszewski, E., Henrique, J., de Oliveira, A. J., Alvernaz, A. & Vianna, J. A. (2019). A (des) motivação nas aulas de educação física e a satisfação das necessidades de competência, autonomia e vínculos sociais. Journal of Physical Education, 30(1). DOI: https://doi.org/10.4025/jphyseduc.v30i1.3052
Batanero, J. M. F., Rueda, M. M., Cerero, J. F. & Tadeu, P. (2022). Online education in higher education: emerging solutions in crisis times. Heliyon, 8(8), e10139. DOI: https://doi.org/10.1016/j.heliyon.2022.e10139
Behnamnia, N., Kamsin, A., Ismail, M. A. B., & Hayati, A. (2020). The effective components of creativity in digital game-based learning among young children: A case study. Children and Youth Services Review, 116, 105227. DOI: https://doi.org/10.1016/j.childyouth.2020.105227
Brasil (1996). Lei nº 9.394 de 20 de dezembro de 1996. Estabelece as Diretrizes e Bases da Educação Nacional. Brasília, DF: Presidência da República. Disponível em: http://portal.mec.gov.br/seesp/arquivos/pdf/lei9394_ldbn1.pdf
Brown, M., Burriss, K. G., Snead, D. & Burriss, L. L. (2020). Teacher Practices, Time for Physical Activity, and the School Day: A Preliminary Analysis. International Journal of the Whole Child, 5(1), 39-52.
Celestrino, J. O. & dos Santos Costa, A. (2006). A prática de atividade física entre escolares com sobrepeso e obesidade. Revista mackenzie de educação física e esporte, 5(3).
Cheng, M. M., Chuang, H. H. & Smith, T. J. (2022). The Role of Teacher Technology Experiences and School Technology Interactivity in Teachers’ Culturally Responsive Teaching. Computers in the Schools, 39(2), 163-185. DOI: https://doi.org/10.1080/07380569.2022.2071231
Chicati, K. C. (2000). Motivação nas aulas de educação física no ensino médio. Journal of Physical Education, 11(1), 97-105.
Della Corte, J., Telles, S. D. C. C., Della Corte, A. P. M. S., de Souza, P. A., de Castro, J. B. P., Lima, V. P., ... & da Costa, M. A. F. (2021). Exergames como alternativa pedagógica motivadora nas aulas de Educação Física: Uma revisão integrativa. Revista Portuguesa de Educação, 34(2), 125-143. DOI: https://doi.org/10.21814/rpe.18074
Estevan, I., Bardid, F., Utesch, T., Menescardi, C., Barnett, L. M., & Castillo, I. (2021). Examining early adolescents’ motivation for physical education: Associations with actual and perceived motor competence. Physical Education and Sport Pedagogy, 26(4), 359-374. DOI: https://doi.org/10.1080/17408989.2020.1806995
Garde, A., Chowdhury, M., Rollinson, A. U., Johnson, M., Prescod, P., Chanoine, J. P., ... & Dumont, G. A. (2018). A multi-week assessment of a mobile exergame intervention in an elementary school. Games for Health Journal, 7(1), 43-50. DOI: https://doi.org/10.1089/g4h.2017.0023
Januário, N., Colaço, C., Rosado, A., Ferreira, V. & Gil, R. (2012). Motivação para a prática desportiva nos alunos do ensino básico e secundário: Influência do género, idade e nível de escolaridade. Motricidade, 8(4), 38-51. DOI: https://doi.org/10.6063/motricidade.8(4).1551
Koekoek, J., Van Der Kamp, J., Walinga, W. & Van Hilvoorde, I. (2019). Exploring students’ perceptions of video-guided debates in a game-based basketball setting. Physical Education and Sport Pedagogy, 24(5), 519-533. https://doi.org/10.1080/17408989.2019.1635107 DOI: https://doi.org/10.1080/17408989.2019.1635107
Lindberg, R., Seo, J. & Laine, T. H. (2016). Enhancing physical education with exergames and wearable technology. IEEE transactions on learning technologies, 9(4), 328-341. DOI: https://doi.org/10.1109/TLT.2016.2556671
Maldonado, K. A. M., Mastache, G. A., Ríos, S. C. & Gómez, M. A. B. (2021). La pandemia y su impacto en la educación superior. El uso de la tecnología por los estudiantes de la Facultad de Comunicación y Mercadotecnia de la UAGro. Cuaderno de Pedagogía Universitaria, 18(35), 6-17. DOI: https://doi.org/10.29197/cpu.v18i35.408
Nascimento, L. M. C. T. & Garcia, L. A. M. (2014). Promovendo o protagonismo juvenil por meio de blogs e outras redes sociais no Ensino de Biologia. RENOTE, 12(1). DOI: https://doi.org/10.22456/1679-1916.50279
Paludo, D. P. (2015). A motivação das aulas de educação física para estudantes do ensino médio (Trabalho de Conclusão de Curso em Educação Física). Universidade Federal do Rio Grande do Sul, Porto Alegre.
Ruis, L. S., Tamariz, A. D. & Batista, S. C. F. (2017). Mobile Games no Ensino de Geografia: Uma Revisão Sistemática da Literatura Internacional. 9ª Congresso de Tecnologia da Informação. Disponível em: https://www.researchgate.net/profile/Silvia_Batista3/publication/322918603_Mobile_Games_no_Ensino_de_Geografia_Uma_Revisao_Sistematica_da_Literatura_Internacional/links/5a75fdb50f7e9b41dbd05086/Mobile-Games-no-Ensino-de-Geografia-Uma-Revisao-Sistematica-da-Literatura-Internacional.pdf
Russell, W. (2007). Physical Educators' Perceptions and Attitudes toward Interactive Video Game Technology within the Physical Education Curriculum. Missouri Journal of Health, Physical Education, Recreation & Dance, 17.
Sahu, S. K. & Sekhar, S. C. (2022). Perceptive on Online Education In Enabling Digital Learning. Academy of Marketing Studies Journal, 26(2).
Soares, K. M., Tarouco, L. M. R. & Silva, P. F. (2022). Desafios para a inserção da tecnologia na Educação Física escolar. Concilium, 22(2), 83-103. DOI: https://doi.org/10.53660/CLM-095-114
Scherer, A. L. & de Farias, J. G. (2018). Uso da rede social Facebook como ferramenta de ensino-aprendizagem em cursos de ensino superior. Revista Brasileira de Aprendizagem Aberta e a Distância, 17(1). DOI: https://doi.org/10.17143/rbaad.v17i1.44
Vishnu, S., Sathyan, A. R., Sam, A. S., Radhakrishnan, A., Ragavan, S. O., Kandathil, J. V. & Funk, C., (2022). Digital competence of higher education learners in the context of COVID-19 triggered online learning. Social Sciences & Humanities Open, 6(1),100320. DOI: https://doi.org/10.1016/j.ssaho.2022.100320
Vaghetti, C. A. O., Vieira, K. L. & Botelho, S. S. D. C. (2016). Cultura digital e Educação Física: problematizando a inserção de Exergames no currículo. Educação: teoria e prática, 26(51), 3-18. DOI: https://doi.org/10.18675/1981-8106.vol26.n51.p03-18
Voelzke, M. R., Paganotti, A. & Assis, A. M. M. (2019). Teaching conceptions on the use of digital technologies as a teaching resource in physical education in public schools of Minas Gerais, Brazil. EPJ Web of Conferences, 200, 02005. DOI: https://doi.org/10.1051/epjconf/201920002005
World Health Organization (2020). BeActive for the UN International Day of Sport for Development and Peace. Disponível em https://www.who.int/news-room/detail/06-04-2020-beactive-for-the-un-international-day-of-sport-for-development-and-peace
Xing, Z. & Qi, Y. (2022). Development of creativity in physical education teachers using interactive technologies: involvement and collaboration. Education and information technologies, 28(3), 1-15. DOI: https://doi.org/10.1007/s10639-022-11422-9
Xu, S., & Zhu, S. (2020). Factors influencing K-12 teachers’ intention to adopt mobile devices in teaching. Computers in the Schools, 37(4), 292-309. DOI: https://doi.org/10.1080/07380569.2020.1830257