Beliefs and Practices about Implementing Technology in Physical Education

Autor/in	Cain, Donald E., II.
Titel	Beliefs and Practices about Implementing Technology in Physical Education
Quelle	(2010), (168 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1240-0542-3
Schlagwörter	Hochschulschrift; Dissertation; Physical Education; Class Activities; Learning Activities; Program Effectiveness; Social Change; Obesity; Educational Technology; Technology Integration; Teaching Methods; Child Health; Phenomenology; Motivation; Interviews; Urban Schools; Physical Education Teachers; Measurement Equipment; Photography + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Körpererziehung; Sportunterricht; Lernaktivität; Sozialer Wandel; Adipositas; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Phenomenological psychology; Phänomenologie; Psychologie; psychologische; Motivation (psychologisch); Interviewing; Interviewtechnik; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Messinstrument; Fotografie
Abstract	There is little research in the field of physical education on whether technology can help decrease the level of childhood obesity in physical education classes or on why physical educators choose to use or not use technology in their programs. The purpose of this phenomenological study was to examine physical educators' beliefs and practices regarding and experiences with the use of technology in their classes. Maslow's theory of human motivation provided the study's framework. Data sources included interviews and protocol writings from 11 urban K-12 physical educators in one midwestern U.S. state, and inductive data analysis included using pre-identified categories to develop themes and patterns. Data revealed physical educators most frequently used pedometers, heart rate monitors, and digital cameras as technologies in their classes. Further, data indicated physical educators believed those technologies energized and motivated their students, helped decrease obesity in their classes, and helped create more physically educated individuals. Data also showed that those various technologies were used throughout the participants' classes despite what was sometimes a lack of support from building administrators and district leadership. Finally, results indicated there were a number of barriers to educators' optimal integration of technology in classroom activities. This study contributes to positive social change by providing information administrators can use to increase student physical education performance which can, in turn, result in lower health care costs, lower obesity rates, and improved academic performance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10