8–12 klasių mokinių požiūris, gebėjimai ir patirtys naudotis informacinėmis ir komunikacinėmis technologijomis nuotolinių fizinio ugdymo pamokų metu
LTTyrimo tikslas – nustatyti 8–12 klasių Lietuvos mokinių santykį su informacinėmis ir komunikacinėmis technologijomis (IKT) bei atskleisti mokinių patirtis dalyvaujant nuotolinėse fizinio ugdymo (FU) pamokose. 268 mokinių, atrinktų patogiosios atrankos metodu, užpildė klausimyną, parengtą remiantis „Mokyklų apžvalga: IKT vietime“ klausimynu (Wastiau et al., 2013) bei Petronytės metodika (Petronytė, 2009). Apibendrinus gautus rezultatus nustatyta, jog mokinių lūkesčiai nuotolinėms FU pamokoms yra sportavimas, įdomūs bei aktyvūs iššūkiai ir galimybė būti savarankiškiems. Vyresni, daugiau laiko prie IKT praleidžiantys bei žemesnius kompiuterinio raštingumo gebėjimus turintys mokiniai yra mažiau fiziškai aktyvūs ir pajėgūs. Karantino metu mokinių fizinis aktyvumas ir pajėgumas sumažėjo.
ENInformation and communication technologies (ICT) nowadays are more often involved in education leading to the transformation of this field. During the Covid-19 pandemic, the traditional educational process was moved to remote and educators faced a lot of challenges in maintaining the same quality of teaching. In particular, physical education (PE) lessons should be marked out as a special case. The nature of this subject is inseparable from the movement and the application of content and teaching methods to remote PE learning has been poorly studied (Jeong & So, 2020). In order to ensure a high-quality remote physical education process in the future, it is important to know more about students' relationship with ICT and the experiences of remote PE lessons. The aim of the research is to determine the relationship of 8th – 12th grade Lithuanian students with information and communication technologies and to reveal students' experiences of participating in remote PE lessons. 268 students selected by the convenient selection method filled in a questionnaire prepared on the basis of the questionnaire “School Overview: ICT in Education” (Wastiau et al., 2013) and Petronytė's methodology (Petronytė, 2009).Summarizing the obtained results, it was found that students' computer literacy skills are slightly higher than average and a positive attitude of students towards ICT in the educational process prevails. In remote PE lessons students usually exercised independently or together using a video communication program. Students’ expectations for remote PE lessons include doing sports, interesting and active challenges and the opportunity to be independent. Older students and the students who spend more time on ICT and have lower computer literacy skills are less physically active and capable. During quarantine, students’ physical activity and capacity decreased.
