Las TIC en Educación Física desde la perspectiva del alumnado de Educación Primaria

Original Article: ICT in Physical Education from the perspective of students in Elementary School Vol. I, Issue. 2; p.141-155, May 2015. A Coruña. Spain ISSN 2386-8333 To cite this article you use: Fernández, R.; Herrera, J.I.; Navarro, R. (2015). ICT in Physical Education from the perspective of students in Elementary School Sportis Scientific Technical Journal, 1 (2), 141-155 www.sportis.es 141 ICT in Physical Education from the perspective of students in Elementary School Las TIC en Educación Física desde la perspectiva del alumnado de Educación Primaria Ricardo Fernández Basadre; Juan Ignacio Herrera-Vidal Núñez; Rubén Navarro Patón Facultad Formación de Profesorado. Campus de Lugo. Universidad de Santiago de Compostela. Contact: [email protected] Editorial Schedule: Received article: 03/03/2015 Accepted: 31/03/2015 Published: 01/05/2015 Abstract The introduction of information technologies and communication technologies (ICTs) in education has become a challenge and controversy. Challenge because it requires specific training of teachers, and controversy because in most schools the use of electronic devices such as tablets or smartphones is forbidden. The main objective of this study was to explore the habits in the use of ICT by primary school children and if they think this use makes easier or not their education, specially in Physical Education area. This research involved a total of 100 students (57 boys and 43 girls) aged between 6 and 12 years. For data collection, a questionnaire ad hoc with 15 questions has been developed. We obtained outstanding results regarding students who considered that the use of ICT facilitates their homework (67%), and the group of them who had at least once, realized activities such as orientation race or treasure hunt, 70% said that ICT would make them more attractive. Moreover, 81% of pupils studying last curses of primary have their own mobile phone. The most important conclusion for us is that technological advances should be used as pedagogical tools to improve and complement the different areas within the school curriculum and take advantage of the great reception they play in children and teenagers. Key Words: Elementary School; Education; School; ICT; Physical Education; Teaching. Original Article: ICT in Physical Education from the perspective of students in Elementary School Vol. I, Issue. 2; p.141-155, May 2015. A Coruña. Spain ISSN 2386-8333 To cite this article you use: Fernández, R.; Herrera, J.I.; Navarro, R. (2015). ICT in Physical Education from the perspective of students in Elementary School Sportis Scientific Technical Journal, 1 (2), 141-155 www.sportis.es 142 Resumen La incorporación de las tecnologías de la información y la comunicación (TIC) a la Educación se ha convertido en un desafío y controversia. Desafío ya que requiere de una formación específica del profesorado, y controversia porque en la mayoría de los centros educativos el uso de diferentes dispositivos, por ejemplo de las tabletas o teléfonos móviles, está prohibido en el recinto escolar. El objetivo de este estudio ha sido explorar los hábitos en el uso de las TIC por parte de los escolares de Educación Primaria y su creencia de si les facilita su educación, más específicamente en el área de Educación Física. En esta investigación participaron un total de 100 alumnos (57 niños y 43 niñas) de entre 6 y 12 años. Para la recogida de datos, se ha elaborado un cuestionario ad hoc consistente en 15 preguntas. Como resultados destacables hemos obtenido que el alumnado considera que el uso de las TIC facilita mucho las tareas escolares (67%), y cuando se les plantea la realización de actividades como carreras de orientación o búsqueda del tesoro, un 70% dice que las TIC las haría más atractivas. Además de ello, un 81% del alumnado del tercer ciclo poseen teléfono móvil propio. Como conclusión más relevante podemos decir que los avances tecnológicos deberían ser utilizados como herramientas pedagógicas para la mejora y complemento de las diferentes áreas de conocimiento del currículo escolar y aprovechar la gran acogida que estas tienen en niños y adolescentes. Palabras clave: Educación Primaria; Escolares; TIC; Educación Física; Profesorado. Introduction Technological advances have generated new oportunities on the teaching-learning process Educative area. Those advances could help the most avant-garde pedagogical perspectives according to educative laws. Even though Physical Educatino at school has not developed a direct link with new technology (Garcia &Sánchez, 2014), it cannot be unrelated since it can be an opportunity to improve de acquisition of important skills and abilities on a the school contemporary context. ICT are a constantly updating concept born on the 70's and referring to technology as a information prosecution. According to the Real Spanish Academy dictionary (DRAE, 2014), Original Article: ICT in Physical Education from the perspective of students in Elementary School Vol. I, Issue. 2; p.141-155, May 2015. A Coruña. Spain ISSN 2386-8333 To cite this article you use: Fernández, R.; Herrera, J.I.; Navarro, R. (2015). ICT in Physical Education from the perspective of students in Elementary School Sportis Scientific Technical Journal, 1 (2), 141-155 www.sportis.es 143 the term "technology" comes from a greek word, on one hand “téchnē", referred to technique or art, and on the other hand "logia" referred to the study of something. For the greek, technology was a applied knowledge, meaning, the "know how" something that has so much in common with procedure contents of Physical Education. Referring to education, ICT open the door to a huge quantity of contents, which do not involve necessarily knowdlege. To make information turn into knowdlege, the students have to make it their own, gain control of it, and build their own knowdlege, based on constructivist theory and significant learning (Ausubel, Novak & Hanesian, 1978). The link that they have with Physical Education, we can say that most of them are based on considerating ICT as something basic for the education and job of teachers in the class, as an invaluable resource at the time of teaching Physical Education (Capllonch, 2005). Authors like Guardia (2002), go beyond and they see ICT like a tool capable of incorporating new ways of knowledge between Physical Education teachers and students. On the other hand, if we analyze, nowadays, the use of digital devices by the teachers is being doubtful because it is increasing the numer of people that claim to have more specific exams to access public teaching (ilió, 2014). The need of this kind of exams to access lets us see the concern of the Education Ministry about the formation level in ICT of the teachers after passing college, since in the past few years, teachers had to face the challenge of incorporating to their method this kind of resources for which they were not formed (García &Sánchez, 2014) Finally, and facing data and cultural, organizative, economic, social and edcative changes in which ICT are taking part(Basadre, Herrera-Vidal & Navarro, 2015), we ask ourselves: What is the school doing? It is used at school this amout of ideas, values and information created and spreaded by ICTs?, Are students prepared to face them without problems? Are there objectives and contents incorporated to teaching programmes to help students deal with this codes of audiovisual expression? and finally, what do the student thing? In order to answer this, we settle as a main obejctive of this research, to know what students from Primary Education think about ICT, know what teachers are capable of with Original Article: ICT in Physical Education from the perspective of students in Elementary School Vol. I, Issue. 2; p.141-155, May 2015. A Coruña. Spain ISSN 2386-8333 To cite this article you use: Fernández, R.; Herrera, J.I.; Navarro, R. (2015). ICT in Physical Education from the perspective of students in Elementary School Sportis Scientific Technical Journal, 1 (2), 141-155 www.sportis.es 144 these tools from the point of view of the students in the area of Physical Education and what attitudes they have related to the use of them in the class. Investigation Method Investigation Desingn The research presented here it is an observational study, with descriptive character about the use, skills of teachers and ICT contributions to Physical Education from the point of view of Lugo school's students who realize extracurricular sports. A questionnaire of 15 closed questions was handed to them. Subjects and context A total of 100 out of 109 subjetcs participated, 57 boys (57%) and 43 girls (43%) from Primary Education. Their ages were between 7 and 12 years old (M = 10,5; DT = 1,79) . All of them practiced extracurricular sportive activities carried out by a local sportive association of Lugo's Council. This way we ensured the heterogeneity of the sample due to the different origin of different schools. Participants who did not study at least first grade of Primary Education were not considered as well as those who were already studying first grade of Secondary Mandatory Education, that is why three questionnaires were discarded. Besides, when the research was done, a total of 6 students were not at school, so they could not be considered either. Data collection tool. The questionnaire. In order to obtain data, a questionnaire ad hoc with 15 closed questions was elaborated. To do this, some steps were followed. First of them was the definition of the variable of measure, which in our case was the presence of ICT on Primary Education schools. In order to carry out this first step, we counted on with some help coming from experts on this area. Once we defined what we wanted to measure, the items that were going to evaluate it, keeping in mind the subjects of study and the answers format. The questionnaire was handed over to all students individually, explaining the researcher the possible soubts that could come out; specially to the little ones. Statistical Analysis Original Article: ICT in Physical Education from the perspective of students in Elementary School Vol. I, Issue. 2; p.141-155, May 2015. A Coruña. Spain ISSN 2386-8333 To cite this article you use: Fernández, R.; Herrera, J.I.; Navarro, R. (2015). ICT in Physical Education from the perspective of students in Elementary School Sportis Scientific Technical Journal, 1 (2), 141-155 www.sportis.es 145 For the statistical treatment of data, a descriptive statistic of variables and items studied was realized, expressing them on frequency tables (numerical control and percentages). All statistical calculations were made with the statistical programme IBM SPSS (v. 20.0). Results Once the participants covered and turned in the questionnaire, the answers were analyzed, so this way later, we could obtain the needed information to carry out the statistical studio to express it on frecuency tables. Results of sociodemographic dimension according to gender, cycle, school type. On table 1 can be observed data relatd to sociodemographic simension according to gender, cycle, age, and school centre expressed with frequencies. Refering to gender, we con observe that boys percentage (57%) has more presence hat gils (43%) and we can also see that they come from public centres( 42%), concerted (51%) and private (7%). By cycles, the first one represents a 25% of the total of the sample, the second cylce represents a 27% of the sample, and the last one a 47%. Referring to age, 13 subjects were 7 years old,; 12 were 8; 11 were around 9 years old; 17 were 10; 15 were 11, and 32, 12 years old. Table 1. sociodemographic dimension results. Boys (%) Girls(%) Total (%) Cycle Cycle 1º 2º 3º 1º 2º 3º Age (years) 7-8 9-10 11-12 7-8 9-10 11-12 School type Public Concerted Private 8(8%) 6(6%) 1(1%) 6(6%) 10(10%) - 8(6%) 16(16%) 2(2%) 2(2%) 7(7%) 1(1%) 7(7%) 3(3%) 2(2%) 11(11%) 9(9%) 1(1%) 42(42%) 51(51%) 7(7%) Original Article: ICT in Physical Education from the perspective of students in Elementary School Vol. I, Issue. 2; p.141-155, May 2015. A Coruña. Spain ISSN 2386-8333 To cite this article you use: Fernández, R.; Herrera, J.I.; Navarro, R. (2015). ICT in Physical Education from the perspective of students in Elementary School Sportis Scientific Technical Journal, 1 (2), 141-155 www.sportis.es 146 Total (%) 15(15%) 16(16%) 26(26%) 10(10%) 12(12%) 21(21%) 100(100%) 57 (57%) 43 (43%) Availability of devices and internet access dimension results. The results of this dimension (table 2) show taht a 92% of the students in this research, have access to internet at home, against a 8% that does not have it, being this results similar on every educative cycle or age range. The 85% of the students particiating, assures to have internet access at school, meanwhile 15% of them don't. Even though the percentage is high, takes to task the fact that students have more possibilities of internet acces at home than at school a 96% of the subjects participating have computer at home. Only 4% of them do not have it 65% assures to spend less than an hour a day in front of the computer. A 15% an hour, a 9% two hours, while the 11% uses the computer more than 2 hours a day and a 80% does not spend more than an hour with computers. About the use of computers at school, the 100% of the students assure to use computers only few times. Table 2. Availability of devices and internet acced dimension results VARIABLES Boys(%) Girs(%) Total (%) Cycle Cycle 1º 2º 3º 1º 2º 3º Edad (años) 7-8 9-10 11-12 7-8 9-10 11-12 ¿Do you have internet access at home? Yes No 13(13%) 2(2%) 16(16%) - 25(25%) 1(1%) 10(10%) - 10(10%) 2(2%) 18(18%) 3(3%) 92(92%) 8 (8%) ¿Is there internet access at your school? Yes No 13(13%) 2(2%) 15(15%) 1(1%) 19(19%) 7(7%) 9(9%) 1(1%) 10(10%) 2(2%) 19(19%) 2(2%) 85 (85%) 15(15%) Original Article: ICT in Physical Education from the perspective of students in Elementary School Vol. I, Issue. 2; p.141-155, May 2015. A Coruña. Spain ISSN 2386-8333 To cite this article you use: Fernández, R.; Herrera, J.I.; Navarro, R. (2015). ICT in Physical Education from the perspective of students in Elementary School Sportis Scientific Technical Journal, 1 (2), 141-155 www.sportis.es 147 ¿Do you have computer at home? Yes No 13(13%) 2(2%) 16(16%) - 24(24%) 2(2%) 10(10%) - 12(12%) - 21(21%) - 96(96%) 4 (4%) ¿How many hour a day do you spend with the computer at home? -1 h. 1 h. 2 h. + 2h. 8(8%) 2(2%) 1(1%) 4(4%) 11(11%) 2(2%) - 3(3%) 17(17%) 5(5%) 3(3%) 1(1%) 7(7%) - 1(1%) 2(2%) 9(9%) 2(2%) 1(1%) - 13(13%) 4(4%) 3(3%) 1(1%) 65(65%) 15(15%) 9(%) 11(11%) ¿And at school? ¿Do you usually use it? Nothing Only few times Sometime s A lot - 15(15%) - - - 16(16%) - - - 26(26%) - - - 10(10%) - - - 12(12%) - - - 21(21%) - - - 100(100%) - - Teachers and ICT use dimension results On table 3 it is shown that the 27% os the subjects considers that non of their teachers uses ICTs. On the other hand 39% of them assures that more than 3 teachers uses them in class. To make results complete: a teacher (19%), two (9%) and three (6%). Another interestin point, is that a 55% os the students considers that their teachers don't solve or less than they wish their doubts about ICTs. A 30% say that they don't help them at all, while a 15% consideres really helpful their help. Table 3. Teachers and ICT use dimension results VARIABLES Boys (%) Girls (%) Total (%) Cycle Cycle 1º 2º 3º 1º 2º 3º Age(years) 7-8 9-10 11-12 7-8 9-10 11-12 ¿How many of your teachers use new technologies on their class? Non 1 2 3 + de 3 2(2%) 5(5%) - 2(2%) 6(6%) 6(6%) 1(1%) 2(2%) 1(1%) 6(6%) 5(5%) 5(5%) 2(2%) 1(1%) 13(13%) 4(4%) 2(2%) 1(1%) - 3(3%) 3(3%). 1(1%) 2(2%) - 6(6%) 7(7%) 5(5%) 2(2%) 2(2%) 5(5%) 27(27%) 19(19%) 9(9%) 6(6%) 39(39%) Original Article: ICT in Physical Education from the perspective of students in Elementary School Vol. I, Issue. 2; p.141-155, May 2015. A Coruña. Spain ISSN 2386-8333 To cite this article you use: Fernández, R.; Herrera, J.I.; Navarro, R. (2015). ICT in Physical Education from the perspective of students in Elementary School Sportis Scientific Technical Journal, 1 (2), 141-155 www.sportis.es 148 ¿Does the teacher solve doubt you may have with new technologies? Nothing Only few times Sometimes A lot 3(13%) 5(13%) 3(13%) 4(13%) 4(4%) 4(4%) 7(7%) 1(1%) 6(6%) 4(4%) 10(10%) 6(6%) 5(5%) 3(3%) 2(2%) - 3(3%) 2(2%) 6(6%) 1(1%) 8(8%) 8(8%) 2(2%) 3(3%) 29(29%) 26(26%) 30(30%) 15(15%) Results to the question if they had a personal phone. We obtained data like the 43% of the students o Primary Education have their own phone againts a 57% of them who does not have it yet, if we keep an eye on the cycles and age range, is the third cycle, boys and girls from 11 to 12 years, the ones who have a higher percentage, since it is a 40% who has it while only a 7% does not (table 4). Table 4. Results to the question if they had a personal phone VARIABLES Boys(%) Girls (%) Total (%) Cycle Cycle 1º 2º 3º 1º 2º 3º Age (years) 7-8 9-10 11-12 7-8 9-10 11-12 ¿Do you have you own phone? Yes No - 15(15%) 1(1%) 15(15%) 22(22%) 4(4%) - 10(10%) 2(2%) 10(10%) 18(18%) 3(3%) 43(43%) 57(57%) Physical Education and ICTs use dimension results On table 5 it can be observed that data reveals that 67% of the students agrees strongly or agrees to the fact that ICT make easier school tasks. The 18% does not say if they are or not agree, and 15% of them say they do not agree with this. A 70% of the students, agrees or strongly agrees to the fact that it would be fun tu use ICTs in Physical Education class, while the 28% does not know, and 11% considers that it would not be fun. On the other hand, a 49% believes that the use of ICTs would not help at all or just a little bit to increase their skills during Physical Education class. A 23% of the sample neither agrees or not, while a 28 % of it agrees or strongly agrees to the fact that they would help them improve their skills. Finally, most of them, 91%, confirm to have done a orientation race Original Article: ICT in Physical Education from the perspective of students in Elementary School Vol. I, Issue. 2; p.141-155, May 2015. A Coruña. Spain ISSN 2386-8333 To cite this article you use: Fernández, R.; Herrera, J.I.; Navarro, R. (2015). ICT in Physical Education from the perspective of students in Elementary School Sportis Scientific Technical Journal, 1 (2), 141-155 www.sportis.es 149 or an activity such as the treasure hunt Only 9 % of them have never participated in a activity like this, letting us see that this kind of activities are successful. Table 5. Physical Education and use of ICTs dimension results. VARIABLES Boys (%) Girls (%) Total (%) Cycle Cycle 1º 2º 3º 1º 2º 3º Edad (años) 7-8 9-10 11-12 7-8 9-10 11-12 ¿Do you think that using technologies makes school task easier? I strongly disagree I disagree Not disagree not agree I agree I strongly agree 2 (2%) 4(4%) 3(3%) 1(1%) 2(2%) 1(1%) - 2(2%) 3(3%) 9(9%) 1(1%) 1(1%) 6(6%) 8(8%) 11(11%) 1(1%) - 2(2%) 2(2%) 5(5%) - 2(2%) 3(3%) 4(4%) 3(3%) 1(1%) 2(2%) 2(2%) 7(7%) 12(12%) 6(6%) 9(9%) 18(18%) 25(25%) 42(42%)