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

Samuel Asare; Stephen Addae Kyenkyehene; Mensah Kwadwo Emmanuel

doi:doi:10.11648/j.ajeit.20230702.11

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

Samuel Asare, Stephen Addae Kyenkyehene, Mensah Kwadwo Emmanuel

Published in American Journal of Education and Information Technology (Volume 7, Issue 2)

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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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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TY  - JOUR
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
PY  - 2023
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
SP  - 51
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.
VL  - 7
IS  - 2
ER  -

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Author Information

Samuel Asare

Department of Maths/ICT, St. Monica’s College of Education, Mampong-Ashanti, Ghana
Stephen Addae Kyenkyehene

Department of Science, St. Monica’s College of Education, Mampong-Ashanti, Ghana
Mensah Kwadwo Emmanuel

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

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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

Copy | Download

@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}
}

Copy | Download

TY  - JOUR
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
PY  - 2023
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
SP  - 51
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.
VL  - 7
IS  - 2
ER  -

Copy | Download