Диверсифікація навчальних технологій  в професійній підготовці учителя фізичної культури

O. Yarmoschuk; V. Vasylyuk

doi:10.17309/tmfv.2018.2.03

Authors

O. Yarmoschuk Rivne State Humanitarian University, Department of Theory and Methods of Physical Education, Ukraine http://orcid.org/0000-0002-3684-9714
V. Vasylyuk Rivne State Humanitarian University, Department of Theory and Methods of Physical Education, Ukraine http://orcid.org/0000-0002-8569-7518

DOI:

https://doi.org/10.17309/tmfv.2018.2.03

Keywords:

mobile technologies, physical education, students, professional competencies

Abstract

The study objective is to analyze some of the modern mobile technologies actively used in the educational process and to identify the criteria and conditions for their effective use.

Materials and methods. Within one module, the experimental group (n=23) was taught the subject “Testing and control in physical education” with the use of mobile applications, and the control group (n=20) - with the use of traditional forms of teaching. To achieve the objective set, the study relied on the following theoretical methods: analysis and synthesis, systematization, comparison, generalization of scientific sources. To assess the impact of using mobile programs on students’ success rate, the study used the Student’s t-test, to determine the consistency of expert opinions on each factor, it used the coefficient of variation, and to establish a relationship between the indicators, the correlation analysis was used.

Results. The paper highlights the mobile applications used by the authors when teaching students-future physical education teachers, namely Socrative, NearPod, LearningApps, and Skribing.

Applying the expert assessment method, the authors have defined and confirmed the factors that influence the effectiveness of using mobile technologies and the functions and conditions of their usage. The factors were classified according to their functions into informative and activity-related, emotional-motivational, and operational-organizational. The consistency of expert opinions on these factors by the coefficient of variation (V) ranges from 8.33% to 14.81%.

Conclusions. Mobile educational technologies are rather attractive for both students and instructors. They help more objectively evaluate students’ abilities and knowledge and stimulate to look for new, non-traditional forms and methods of teaching.

The introduction of new modern interactive technologies into the educational process, as well as the diversification of existing ones, ensures a gradual transition of education to a new, quality level and allows to solve complicated and important tasks of shaping professional competencies of physical education and sports specialists.

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Author Biographies

O. Yarmoschuk, Rivne State Humanitarian University, Department of Theory and Methods of Physical Education, Ukraine

candidate of Science of Physical Education and Sport (Ph. D.) associate professor,

associate professor at the department of theory and methodology of physical education

V. Vasylyuk, Rivne State Humanitarian University, Department of Theory and Methods of Physical Education, Ukraine

Candidate of Pedagogic Sciences (Ph. D.), associate professor, professor at the department of theory and methodology of physical education

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