Abstract:

Teaching innovation is linked to technological development of society in which we live where the Information and Communication Technology (ICT) have become an indispensable teaching resource. However, in Physical Education (PE) is difficult integrating them due to the limited time, facilities and resources available for the subject and especially the predominance of physical activity. This means implies a challenge for teachers and their methodologies. Therefore, it is necessary that actual and future teachers are critical and reflect on this issue. It is also necessary to innovate in their teaching fostering the integration of ICT as another teaching resource and contributing to the acquisition of digital competence. The aims of the study are to know the training received by students of Master´s degree around ICT, to analyze the importance given to the use of ICT in PE classes and use their experiences as students and to reflect on possible methodological strategies in order to apply them in PE of Secondary Education.

A qualitative methodology was followed using focus group online. The purposive sampling technique used was “homogeneous sampling”. Participants were 31 students (3 women and 28 men, aged between 22 and 28 years old) of the Teacher Training for Compulsory and Upper Secondary Education, Vocational Training and Foreign Language Teaching Master (specialty Physical Education). The focus group was conducted in the subject of Teaching Innovation. Students participated twice and were moderated by two teachers (62 interventions were collected). All of the data collected for this study were analyzed using Atlas.ti program, version 5.2. Data were fragmented and included in codes grouped into families, which facilitated the analysis and creation of Grounded Theory by Glasser and Strauss.

The results show that 96.7% of the opinions consider the use of ICT in PE classes is important and very important compared to 3.3% who think ICT are not important. With regard to the experiences of use they perceived as students in secondary education and in their period of practice at university 52.8% of the citations consider their PE teacher didn´t use ICT and 47.2% who used them though rarely did (26.4%). On the other hand, according to training received during their studies, most of the students (83.7%) think that this training it is not enough and 16.3% think that their training is appropriate and enough to integrate ICT in their future classes. Finally, in relation to proposals that students suggest to integrate ICT in PE, the most cited were the homework of ICT like complementary activities (13.7%), use of blog and wikis (8.3%) and interdisciplinary work with other subjects (6.5%). In conclusion the students discussed the need to encourage greater initial training in ICT (Degree and Master´s degree) as a permanent training and continue working on methodological proposals for integrating ICT practically in the real context of the PE. In this way, ICT will contribute to the acquisition of digital competence in PE. Moreover, if teachers use ICT in the teaching-learning as an innovative teaching resource, it will provide higher quality education.

Keywords:

ICT, Teacher, Physical Education, Methodology, Secondary Education.