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Interactive Technology in Physical Education Classroom: A Case of a Ghanaian College of Education

Received: 11 June 2023     Accepted: 28 June 2023     Published: 6 July 2023
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Abstract

This research article examines the impact of integrating interactive technology in physical education classes in Ghanaian higher education context. The study employs a qualitative approach to explore the experiences and perceptions of students and tutors at a College of Education regarding integrating interactive technology. The research investigates interactive technology's benefits, challenges, and effectiveness in physical education classes through in-depth interviews. The findings indicated that while some interactive technologies, such as interactive whiteboards and fitness tracking devices, were being utilized to a limited extent, the overall integration of interactive technology in the physical education classroom was still relatively low. However, the study revealed that both tutors and students acknowledged the potential benefits of using interactive technology, including enhanced student engagement, improved learning outcomes, and the ability to track individual progress. The study also identified several challenges hindering the effective implementation of interactive technology, including limited access to resources, inadequate training, professional development, and institutional barriers. Based on the findings, recommendations were made to promote the integration of interactive technology in physical education classrooms in Ghanaian colleges of education. These recommendations included increased investment in infrastructure and technology resources, providing comprehensive training for instructors, fostering collaboration among stakeholders, and considering cultural and gender-related factors in technology selection and implementation. The study contributes to the existing body of knowledge by shedding light on the current state of interactive technology integration in the physical education classroom in Ghana.

Published in American Journal of Education and Information Technology (Volume 7, Issue 2)
DOI 10.11648/j.ajeit.20230702.11
Page(s) 51-58
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Interactive Technology, Physical Education, Higher Education, Tutor

References
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Cite This Article
  • APA Style

    Samuel Asare, Stephen Addae Kyenkyehene, Mensah Kwadwo Emmanuel. (2023). Interactive Technology in Physical Education Classroom: A Case of a Ghanaian College of Education. American Journal of Education and Information Technology, 7(2), 51-58. https://doi.org/10.11648/j.ajeit.20230702.11

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    ACS Style

    Samuel Asare; Stephen Addae Kyenkyehene; Mensah Kwadwo Emmanuel. Interactive Technology in Physical Education Classroom: A Case of a Ghanaian College of Education. Am. J. Educ. Inf. Technol. 2023, 7(2), 51-58. doi: 10.11648/j.ajeit.20230702.11

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    AMA Style

    Samuel Asare, Stephen Addae Kyenkyehene, Mensah Kwadwo Emmanuel. Interactive Technology in Physical Education Classroom: A Case of a Ghanaian College of Education. Am J Educ Inf Technol. 2023;7(2):51-58. doi: 10.11648/j.ajeit.20230702.11

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  • @article{10.11648/j.ajeit.20230702.11,
      author = {Samuel Asare and Stephen Addae Kyenkyehene and Mensah Kwadwo Emmanuel},
      title = {Interactive Technology in Physical Education Classroom: A Case of a Ghanaian College of Education},
      journal = {American Journal of Education and Information Technology},
      volume = {7},
      number = {2},
      pages = {51-58},
      doi = {10.11648/j.ajeit.20230702.11},
      url = {https://doi.org/10.11648/j.ajeit.20230702.11},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajeit.20230702.11},
      abstract = {This research article examines the impact of integrating interactive technology in physical education classes in Ghanaian higher education context. The study employs a qualitative approach to explore the experiences and perceptions of students and tutors at a College of Education regarding integrating interactive technology. The research investigates interactive technology's benefits, challenges, and effectiveness in physical education classes through in-depth interviews. The findings indicated that while some interactive technologies, such as interactive whiteboards and fitness tracking devices, were being utilized to a limited extent, the overall integration of interactive technology in the physical education classroom was still relatively low. However, the study revealed that both tutors and students acknowledged the potential benefits of using interactive technology, including enhanced student engagement, improved learning outcomes, and the ability to track individual progress. The study also identified several challenges hindering the effective implementation of interactive technology, including limited access to resources, inadequate training, professional development, and institutional barriers. Based on the findings, recommendations were made to promote the integration of interactive technology in physical education classrooms in Ghanaian colleges of education. These recommendations included increased investment in infrastructure and technology resources, providing comprehensive training for instructors, fostering collaboration among stakeholders, and considering cultural and gender-related factors in technology selection and implementation. The study contributes to the existing body of knowledge by shedding light on the current state of interactive technology integration in the physical education classroom in Ghana.},
     year = {2023}
    }
    

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    T1  - Interactive Technology in Physical Education Classroom: A Case of a Ghanaian College of Education
    AU  - Samuel Asare
    AU  - Stephen Addae Kyenkyehene
    AU  - Mensah Kwadwo Emmanuel
    Y1  - 2023/07/06
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    N1  - https://doi.org/10.11648/j.ajeit.20230702.11
    DO  - 10.11648/j.ajeit.20230702.11
    T2  - American Journal of Education and Information Technology
    JF  - American Journal of Education and Information Technology
    JO  - American Journal of Education and Information Technology
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    EP  - 58
    PB  - Science Publishing Group
    SN  - 2994-712X
    UR  - https://doi.org/10.11648/j.ajeit.20230702.11
    AB  - This research article examines the impact of integrating interactive technology in physical education classes in Ghanaian higher education context. The study employs a qualitative approach to explore the experiences and perceptions of students and tutors at a College of Education regarding integrating interactive technology. The research investigates interactive technology's benefits, challenges, and effectiveness in physical education classes through in-depth interviews. The findings indicated that while some interactive technologies, such as interactive whiteboards and fitness tracking devices, were being utilized to a limited extent, the overall integration of interactive technology in the physical education classroom was still relatively low. However, the study revealed that both tutors and students acknowledged the potential benefits of using interactive technology, including enhanced student engagement, improved learning outcomes, and the ability to track individual progress. The study also identified several challenges hindering the effective implementation of interactive technology, including limited access to resources, inadequate training, professional development, and institutional barriers. Based on the findings, recommendations were made to promote the integration of interactive technology in physical education classrooms in Ghanaian colleges of education. These recommendations included increased investment in infrastructure and technology resources, providing comprehensive training for instructors, fostering collaboration among stakeholders, and considering cultural and gender-related factors in technology selection and implementation. The study contributes to the existing body of knowledge by shedding light on the current state of interactive technology integration in the physical education classroom in Ghana.
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Author Information
  • Department of Maths/ICT, St. Monica’s College of Education, Mampong-Ashanti, Ghana

  • Department of Science, St. Monica’s College of Education, Mampong-Ashanti, Ghana

  • Department of Maths/ICT, Abetifi Presbyterian College of Education, Abetifi, Ghana

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