THE KNOWLEDGE, ATTITUDES AND PERCEIVED SELF-CONFIDENCE OF PHYSICAL EDUCATION AND SPORT TEACHERS TOWARDS INFORMATION AND COMMUNICATION TECHNOLOGIES

Abstract

Author(s): Zekeriya GKTA?

The present study aimed to investigate the physical education and sport teachers’ knowledge on computer software, duration of computer software use and their attitudes towards information and communication technologies. Papanastasiou and Angeli (2008) The Scale of Factors Affecting the Teachers’ Instruction through the Use of Technology was used as the data collection instrument. The sample for the study consisted of 294 physical education and sport teachers working in secondary and high schools located in Bal?kesir province. Physical education and sport teachers’ knowledge on computer software, duration of computer software use through factor analysis and dimensions of attitudes towards information and communication technologies were determined. Moreover, descriptive statistics, correlation and t-test analysis of continuous variables which were determined in the study were conducted. As a result of the study, while physical education and sports teachers stated that they had knowledge about the software in the “some” level that is significantly higher than the neutral level and the students stated that they had “little” knowledge about Special software applications (x=1,55; t=-36,321, p<.001) in the dimension of common use of computer software knowledge (x=3,10; t=1,976, p<.05) from the dimensions of computer software knowledge. It was found that Special software use (x=1,33; t=-56,206, p<.001) and Common software use (x=2,88; t=-2,628, p<.01) in the dimension of teachers’ duration of computer software use was below the middle value (a few times in a month). The results also revealed that “friends' encouragements for computer use” dimension average was neutral, in the level of “middle” (x=2,98; t=-,316, p>.05) , that is from the dimension of physical education and sport students’ attitudes towards information and communication technologies. The students stated “I agree” that is significantly above the neutral level in the dimension of the contribution of computer use (x=3,75; t=-17,860, , p<.001). It was found that the students were undecided in the level of neutral in the dimensions of technological infrastructure in the schools (x=3,36; t=-6,853, p<.001), anxiety of computer use (x=2,90; t=-2,147, p<.05), computer as a change agent (x=2,78; t=-5,168, p<.001

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