An investigation of educational technology standarts of physical education candidate teachers in terms of several variables

Abstract The present study was designed to evaluate physical education candidate teachers’ self-efficacy beliefs of technology usage in line with the views of physical education candidate teachers in terms of NETS*T standards and to find out whether their self-efficacy beliefs differentiate in terms of gender, time spent using computer, computer usage level, time spent using the internet and their type of using the internet. This study aims at revealing the overall state of pre-service physical education teachers in terms of educational technology standards. The survey method was applied in this study to collect the research data. The scale developed by Çoklar (2008) taking into consideration the sub-factors of NETS-T standards was used as the data gathering tool. 332 (male=203; female=129) final year undergraduate students studying at physical education department at 9 different universities participated in the study. One-way analysis of variance, one-sample independent t test and frequency, percentage from descriptive statistics were used in the analyses of the study and level of significance was set at .05. It was found that teacher candidates participated in the study had a high level of self-efficacy regarding educational technology standards. It was determined that there was not a significant difference between the time spent using computers, the time spent using the internet and  sub-level self-efficacy beliefs of educational technology standards but there was a significant difference between level of using computer, type of using the internet and sub-level self-efficacy beliefs of educational technology standards

Turkish students' computer self-efficacy from colleges of physical education and sports

The purpose of this research was to determine computer self-efficacy, performance outcome, personal outcome, affective outcome and anxiety level of physical education teacher candidates. Also influence of computer usage and taking computer course on computer self-efficacy level were determined too. The subjects of this study were physical education teacher candidates from 3 universities with a total of 452. Data were collected by survey which was developed by Compeau and Higgins in 1995 and translated to Turkish by researcher. The results of the study showed that there was no significant difference between male and female students in their computer self-efficacy, performance outcome, personal outcome and affective outcome but significant difference was found in their anxiety level with female students had lower anxiety level than male students. This study showed that as the duration and frequency of computer usage increases, students' computer self-efficacy increases too

Views about Information Systems among North West University Mafikeng Campus Management, Administration and Law Students

This paper reports the results of an investigation into the social differences between IS and non-IS students at NWU, Mafikeng Campus. It exploresknowledge about IS by determining the level of computer knowledge and interaction, and other facts. These items influence students’ choices between taking IS as a field of study and may increase career awareness of IS. It is assumed that students must have acquired computer knowledge (concepts) and computer skills (application) as they pursue their career. The problem is that non-IS students are not knowledgeable of computer hardware and software and would struggle. A quantitative research approach was used for this study. The findings in this study show that factors influencing students’ choices from not taking or going into informatics field of study were related to higher salary and lower level of computer literacy. Students are also not informed of an IS career due to the lack of career orientation. The IS department should provide marketing strategies to increase IS career awareness

Implementing Digital Media as a Pedagogical Tool in University Physical Activity Courses

Technological advancements have influenced the way we teach, learn, and communicate in education. Higher educational institutions must continually adapt to emerging technologies by implementing a variety of technologies such as photographs, audio, video, and an endless array of online platforms. Specifically, university physical activity programs, which have existed in higher educational institutions for over a century, are encouraged to incorporate digital media as a means to effectively and efficiently communicate a variety of content areas (Cardinal, 2017; Casey, Goodyear, & Armour, 2017; Tiernan, 2015). The purpose of this case study was to explore the implementation of digital media as a pedagogical tool within physical activity courses (PACs). Eight participants shared their lived experiences as instructors of record for PACs throughout the fall 2019 semester. Results showed the need for digital resources both for the instructor as well as students, the value of digital media as a social connection tool, and the need to use Canvas, video, and audio as pedagogical tools. Professional development opportunities are necessary for PAC instructors to effectively and efficiently implement digital media as a pedagogical tool

ICT INDICATORS AND MUSIC PERFORMANCE OF MAPEH STUDENTS: THE MEDIATING ROLE OF TEACHING COMPETENCY

This study aimed to determine the mediating effect of teaching competency on the relationship between ICT Indicators and the music performance of MAPEH students. The researcher utilizes a quantitative, non-experimental design via a correlational technique. The researcher obtained data from 300 Grade 11 and 12 students of the three national high schools under the division of Davao del Sur in Region XI. The researcher utilized a stratified random sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools: mean, Pearson r, regression and med graph using the Sobel z- test. The study results found that there is a very high mean score of teaching competency, high levels of ICT indicators and music performance of MAPEH students. Furthermore, there are significant relationships between ICT indicators and music performance, ICT indicators and teaching competency and teaching competency and music performance of MAPEH students. Further, the result revealed that there was complete mediation on the effect of teaching competency on the relationship between ICT Indicators and the music performance of MAPEH students.  Article visualizations

The lessons learnt from Willy Wonka (includes alternate ending)

Despite all that research has taught us, lectures and seminars still continue to be largely delivered in the classroom, with students sat in rows for far too long. Lecturers offer information, which some students choose to absorb. Some students choose not to, or don’t have the nature to be able to. So, what if we change this? What happens? And even more crucially, what can we do to use the ‘student voice’ to enhance how they learn and what they learn? Following a successful pilot in Experiential Education which we presented at the LJMU conference in 2013 we made developments which allow students to shape their own learning experience - truly engaging them in delivery. With Nick changing institutions at the beginning of this academic year we have both continued to explore Experiential Educational but in different ways. This presentation examines these developments and looks at three key areas: 1) The needs of students (which they weren’t shy in making clear to us!) and the differing learning styles they have, to see how teachers can use them to deliver an all-encompassing experience which is interactive, engaging and informative. 2) A taster of the technologies involved in flipped classrooms and the benefits of experiential education. 3) The reflective nature of learning journals to encourage the student voice to be raised (and then heard). Charlie got the Golden Ticket because he dreamt about it, because he did everything he could to get it. So, where did the others go wrong? And what could Wonka have done about this

A reflective view of pedagogical teaching framework focused on experiential learning:achieving university teaching and learning enhancement strategy and graduate attributes

Within teacher education reflection has been shown to be of beneficial use for improving practice across all stages of education. This article is reflective of individual teaching practice within Higher Education at Abertay University, specifically to the field of Sport and Exercise Science. Efforts to reflect on current practice in comparison to experiential learning are made. These are then compared to the ‘Abertay Attributes’ in order to determine the validity of including experiential learning within this field at the University. There are also comparisons made between classes where experiential learning is encouraged and the ‘traditional’ academic style of delivery, the lecture. It is strongly suggested that experiential learning enhances the learning experience of the student. There are also direct links with the aims of the teaching and learning enhancement strategy as well as the ‘Abertay Attributes’, most significantly the ‘Intellectual’, ‘Professional’ and ‘Active Citizen’ attributes.Keywords: Experiential Learning, Teaching, University, Sport, Reflection. <br/

The Integration of Technology within Physical Education Teacher Education: Perceptions of the Faculty

In 2008, the national Physical Education Teacher Education (PETE) standards included a more integrated approach to teaching pre-service teachers about technology and stated that teacher candidates should be able to plan and implement technology infused learning experiences that meet lesson objectives. With the inclusion of the 2008 standards, PETE faculty have the task to create instruction that effectively integrates technology. This study investigated the preparedness for technology integration of 198 teacher educators within nationally recognized PETE programs. The study utilized survey research design to identify current technologies used, analyze current level of technology proficiency in relationship to the level of integration, identify factors that aid or hinder the technology infusion process and examine approaches PETE programs use to integrate technology within PETE programs. Roger`s Diffusion Theory (2003) and the Technological Pedagogical Content Knowledge Framework (Mishra & Koehler, 2006) were used as theoretical guides. Results indicated low proficiency and integration levels. On average, proficiency levels were that of basic use of technology and integration levels indicated that PETE professors were aware of the use of technology but often did not integrate it or teach it to the students. In addition, the level of proficiency predicted integration levels significantly. Computer technologies, pedometers and heart rate monitor were tools most often integrated within PETE programs. PETE teacher educators expressed concerns related to the abundance of technologies as well as the limited availability and accessibility of technologies both at the PETE level and within K-12 schools. The results and literature suggest PETE faculty can enhance technology integration by developing a clear vision of technology integration, creating a technology plan, constructing teaching technology labs, and encouraging faculty-practitioner collaboration. In light of the 2008 national PETE standards, the results suggest that both the national and regional associations as well as PETE administrators should explore various professional development models in the area of both using technology (improving proficiency levels) as well as teaching effective teaching strategies related to technology (enhancing integration levels). Crucially, strategies where technology can assist in the enhancement of the overall quality of PE, in both PETE and K-12 PE, should be the main focus

Students Access to Information Communication Technologies in Open and Distance Learning mode in Tanzania: A case of The Open University of Tanzania

The success of open and distance learning programmes relies heavily onhaving an efficient and reliable delivery channel to reach out students. Theutilization of Information Communication Technology (ICT) as a tool to deliverservices to the students provides efficient and reliable delivery channel which isalso cost effective. A study was undertaken to assess the utilization of ICT facilitiesexisting in the Open University of Tanzania (OUT). A sample of 97 from TheUniversity of Tanzania at Dar es Salaam, Mbeya and Arusha regional centers wereinterviewed. The study adopted a cross sectional survey design by using open andclosed ended questionnaires and focus group discussion (FGD). Analysis was doneusing Statistical Package for Social Science (SPSS) software. The study found outthat a number of admitted students who access computers at OUT computer labs isvery small, and those who do visit the labs at most visit it once a week. Internetaccess was also found to be a problem. Majority ranked Yahoo their favouritewesite, followed by OUT website, and Google as favoured websites. In the OUTwebsite the most surfed/used resources were Students Academic RegistrationSystem (SARIS). The resources which focus more on academic issues were visitedless frequently. It is recommended that ICT knowledge and skills to be encouragedto OUT staff and students in order to ensure both stakeholders benefit in improvingthe quality of education offered through ODL Programmes at OUT.Keywords: Information Communication Technology, Open Distance Learning, ICTavailability, ICT accessibility, ICT us