Perceptions of teachers and students about the use of ICTs in physical education classes: uses, advantages, and projections
DOI:
https://doi.org/10.47197/retos.v51.98897Keywords:
ICTs in the classroom; Physical education; Digital society; Education in ChileAbstract
The digitalization of societies is not a homogeneous or mechanistic process that moves in parallel to technological processes, since the uses of ICT are linked to the social and political contingency of each country. Consequently, this paper set out to analyze the perception of teachers and students about the use of ICTs in Physical Education classes in schools in Santiago of Chile. The use of ICTs in Physical Education is uncommon in Chile, these are focused on physical exercise and folklore teaching. A qualitative methodology was used. Based on structured interviews with teachers and students from schools in the southern area of Santiago. These were analyzed through Atlasti software. A qualitative analysis of content and a thematic analysis was carried out through data coding. The results show that there are differences in the perception of ICT by teachers and students. The former prioritize technologies applied to physical exercise. The latter consider that technologies are important for obtaining information and managing communication between teacher and student. It is concluded that it is necessary to generate institutional mechanisms that allow socialization in new skills and knowledge of technologies, since the lack of training in these skills could produce severe problems in the integration into the new digital society that is developing in Chile. Likewise, there is a generational gap in the use of this type of technologies, which would affect the older population.
Keywords: ICTs in the classroom; Physical education; Digital society; Education in Chile.
References
Alfonso Sánchez, I.R. (2016). The Information Society, Knowledge Society and Learning Society. References around their formation. Bibl. An. Investig. ISSN-e 1683-8947, ISSN 0006-176X, Vol. 12, No. 2, págs. 235-243
Acuña, P. (2020) Let´s form Chilean spartans! Sports policies and campaigns during the dictatorship of Carlos Ibañez, 1927-1931. Cuadernos de historia (Santiago) , (52), p.233.261. https://dx.doi.org/10.4067/S0719-12432020000100233
Braun, V., Clarke, V., Braun, V., & Clarke, V. (2020). One size fits all? What counts as quality practice in (reflexive) thematic analysis ? Qualitative Research in Psychology, 00(00), 1–25. https://doi.org/10.1080/14780887.2020.1769238
Binder, I., García, S. (2020). Politicizing Technology. CITSAC, Buenos Aires.
Brunner, J. (1994). The challenges facing Chilean education in the 21st century, Santiago.
Creswell, J., & Miller, D. (2000). Determining Validity in Qualitative Inquiry. Theory into Practice, 39(3), 124–130.
Castells, M. (1996). The network society. Alianza, Madrid.
Economic Commission for Latin America and the Caribbean/International Labour Organization. (2020). Labor situation in latin america and the caribbean: work in times of pandemic, challenges facing coronavirus disease (covid-19). ECLAC/ILO. 20, 60.
European Education Area (September 12, 2023). Digital Education Action Plan (2021-2017). European Education Area Quali-ty Education and Training. https://education.ec.europa.eu/focus-topics/digital-education/action-plan
Giddens, A. (2006). Sociology. Alianza, Madrid.
Harari, Y.N. (2016). Sapiens: from animals to gods. Penguin Random House, Madrid.
Levitt, H. M., Motulsky, S. L., Wertz, F. J., Morrow, S. L., & Ponterotto, J. G. (2017). Recommendations for Designing and Reviewing Qualitative Research in Psychology : Promoting Methodological Integrity. Qualitative Psychology, 4(1), 2–22.
Martínez De Padrón, T.M. (2018). Technology and its Impact on the Knowledge Society at School Age. Rev. Sci. 3, 361–372. https://doi.org/10.29394/SCIENTIFIC.ISSN.2542-2987.2018.3.8.20.361-372
Ros, M.: (28.08.2021). X-ray of a country forcibly digitized by the pandemic. El País. 28/08/2021.
Scientific Software Development GmbH. Atlas.ti (Versión 9). [Computational software]
Valdés J., Rudman, P., Ángel, C. (2021) Meaningful learning through three-dimensional inmmersive digital environments (EDIT). Fondo Editor. Univ. 4, 34–56.
Vallejos, N. (2021). Information and communication technologies (ICT) in the history, geography and social sciences cur-riculum in Chile. Inedito. 1–15.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Retos
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.
