An examination of how the integration of information communication technology (ICT) into physical education has been received in schools, with a focus on teachers' opinions from two different comprehensive schools.
Written in 2002; 12,376 words; 28 sources; MLA; $ 238.95
Paper Summary:
This paper aims to investigate how physical education (PE) teachers integrate information communication technology (ICT) within their teaching. Through a literature review, it examines how training, funding, resources, personal opinion and age are all identified as the main factors that influenced the integration of ICT, if at all, within the PE curriculum. The paper takes a comparative approach, in order to identify any similarities or differences that may exist between two practicing schools.
Abstract
Chapter 1 - Introduction
Aims of the Study
Sources of Interest
Prior Assumptions
Need for the Study
Relevance to Teaching
Chapter 2 - Literature Review
Introduction
Current Government Policy and Requirements
The Views of ICT in Education
The Cross-Curricular Approach
ICT Within Physical Education
Limited Guidance for PE Teachers
New Opportunities Fund Training
Resources and Software
Perceptions of ICT
Summary
Chapter 3 - Research Methodology
Introduction
Qualitative and Quantitative Research
Questionnaires
Observations
Interviews
The Pilot Study
Validity and Reliability
The Final Study
Chapter 4 - Results, Data Analysis and Discussion
Introduction
Training, Personal Confidence and Age
Access and Resources
How can ICT be used within Key Stage 3 PE Lessons?
Strengths and Weaknesses of ICT in PE at Key Stage 3
Is there a place for ICT in PE?
Chapter 5 - Conclusion
Conclusion
Teacher's Opinions of ICT
Resources and Training
Limitations
Recommendations for Further Research
Potential Influence on Personal Practice
Bibliography
Appendices
From the Paper:
"Leask and Williams (1998) also refer to a number of cases of integration of ICT across a whole school Curriculum. The authors described a number of cross-curricular projects in Holy Cross School, which were based on the philosophy that knowledge is a seamless fabric, and therefore 'crossed the boundaries of subject areas to create cross-curricular projects' (p. 45). The projects combined subjects such as Dance, Art, Drama and Physics. The results demonstrated high pupil motivation and creative energy, as well as an increased understanding of the work of teachers in different subject areas. Taylor (1997) also makes reference to a study of schools in the USA by Wasser et al (1998). The findings demonstrated the importance of a whole school ethos, where Email and internal communication were encouraged, and collaborative work between staff within a school, and across schools in a cluster, were crucial. "
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