期刊名称：Revista Electrónica "Actualidades Investigativas en Educación"
印刷版ISSN：1409-4703
电子版ISSN：1409-4703
出版年度：2013
卷号：13
期号：3
页码：1-22
语种：English
出版社：Universidad de Costa Rica
摘要：The purpose of this research was to examine and compare the attitudes and perceptions of program preparation to use and integrate technology during teaching practices between pre-service physical education students from Montclair State University (MSU) (N = 187), NJ, USA and from Kibbutzim College of Education (KCE) (N = 120). Data was collected by means of a questionnaire. Of the 307 participants, 50.8% are women and 48.5% men. According to their college status, 15% were first-year (N = 47), 16% were second year (N = 49), 24% were third year (N = 74) and 45% were fourth year (N = 137). Analysis of t-tests and Mann Mann -Whitney U tests indicated a significant difference between the two institutions in (a) access to computers in college, (b) the opinion of the students about their readiness to integrate Information and Communication Technology (ICT) in education, (c) technological knowledge acquired during classes, and (d) the student's opinion of professors modeling the use of educational technologies. According to the results, MSU students have clearer knowledge on the use of specific technologies such as heart rate monitors, pedometers, and systems assessment of fitness and physical skills. Furthermore, the differences between universities did not depend on gender or race. The findings also indicated that technology integration in these programs was still in the developmental stages.
其他摘要：The purpose of this research was to examine and compare the attitudes and perceptions of program preparation to use and integrate technology during teaching practices between pre-service physical education students from Montclair State University (MSU) (N = 187), NJ, USA and from Kibbutzim College of Education (KCE) (N = 120). Data was collected by means of a questionnaire. Of the 307 participants, 50.8% are women and 48.5% men. According to their college status, 15% were first-year (N = 47), 16% were second year (N = 49), 24% were third year (N = 74) and 45% were fourth year (N = 137). Analysis of t-tests and Mann Mann -Whitney U tests indicated a significant difference between the two institutions in (a) access to computers in college, (b) the opinion of the students about their readiness to integrate Information and Communication Technology (ICT) in education, (c) technological knowledge acquired during classes, and (d) the student's opinion of professors modeling the use of educational technologies. According to the results, MSU students have clearer knowledge on the use of specific technologies such as heart rate monitors, pedometers, and systems assessment of fitness and physical skills. Furthermore, the differences between universities did not depend on gender or race. The findings also indicated that technology integration in these programs was still in the developmental stages.
关键词：ITC’S; TEACHER EDUCATION; TECHNOLOGY INTEGRATION; PHYSICAL EDUCATION; UNITED STATES; ISRAEL TIC; FORMACIÓN DOCENTE; INTEGRACIÓN DE TECNOLOGÍAS; EDUCACIÓN FÍS...
