Teaching with Technology:
A case study in a basic physical education
classroom in Taiwan
Shan-Hui (Tiffany) Hsu, Ph.D.
Institute of Physical Education, Health &
Leisure Studies
National Cheng Kung University
Abstract
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The purpose of this study was to examine the
use of technological applications to enhance
college students’ knowledge and skills in
basic physical education program in a
southern university in Taiwan. Four major
themes emerged from the study: 1)
development of “critical reflection”; 2)
knowledge construction; 3) self-evaluation
(self-awareness); and 4) self-image creation.
Introduction
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Over the past decades, technology has changed and
re-shaped the orientation of social environment and
cultural construction.
According to Murphie and Potts (2003), “technology
plays a crucial role as well in the large-scale and
popular forms of culture” (p. 10).
Sport serves as a perfect example here and is the
most popular cultural activity, such as the Olympic
Games and the football World Cup. Both sports are
becoming the world’s largest cultural events because
of “technology.”
Purpose of the Study
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In order to have a better understanding of the
relationship among technology, culture and
educational curriculum, the purpose of this
study was to investigate how the use of
technological applications enhances college
students’ knowledge and skills in basic
physical education program in a southern
university in Taiwan.
Theoretical Frameworks
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Technological determinism,
Cultural materialism
The idea of curriculum-making
Technological Determinism
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Murphie and Potts (2003) state that “technology is the
agent of social change…. technological determinism is
linked to the idea of progress…. [and it] tends to consider
technology as an independent factor, with its own
properties, its own course of development, and its own
consequences” (pp. 11-12).
The agent of “technology” is viewed as technological
determinism as the point of abstraction which represents
a progress of social change and cultural construction.
It usually indicates the present or to be projected onto the
future.
Cultural Materialism
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Murphie and Potts (2003) indicate that cultural
materialism is “a means of analyzing the relationship
between technology and culture…. [Moreover,] the
materialism component of the term signifies that
cultural change is to be interpreted as part of a
historical process, in which economic, political and
institutional pressure play an integral part” (pp. 1718).
The relationship between technology and culture is
the essential concept of cultural materialism, which
represents and constructs the historical process.
The Idea of Curriculum-Making
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Bobbitt (2004) defined curriculum in two ways: “1) it
is the entire range of experiences, both undirected
and directed, concerned in unfolding the abilities of
the individual; and 2) it is the series of consciously
directed training experiences that the schools use for
completing and perfecting the unfoldment” (p. 11).
It is also viewed as “intended learning outcomes.”
Schooling in particular is conceived as a production
system, in which individual learning outcomes are
the primary product (Posner, 1998).
The Relationship among The Three
Theoretical Frameworks
Curriculum
Internal Learning Outcomes/
Production System
(Curriculum-Making)
The overall system of progress
(Technological Determinism)
Historical Process
(Cultural Materialism)
Technology
Culture
Method
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Data was collected from e-learning system (Iteach),
digital video recording, and website utility in a
seventeen-week table tennis lesson instruction.
Self-reflection and documentary analysis were
analyzed in the study.
Participants: Total 80 (40 males and 40 females)
sophomores were participated in the study.
Data was analyzed by using content analysis in
order to capture the logic of the contingent
dominating the educational field.
Findings
1) Development of “critical reflection”;
2) Knowledge construction;
3) Self-evaluation (self-awareness); and
4) Self-image creation.
1) Development of “Critical Reflection”
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The process of analyzing, reconsidering and
questioning experiences within a context of designed
topics in the online discussion board was able to
help students to break down their
knowledge/experiences into different parts of
analysis and critical perspectives. This process of
critical reflection seemed to develop the student's
ability to deconstruct what they learned from the
lessons and then comprehend the knowledge
through the text writing.
Example: (translation)
Q: After you watch the video [professional table tennis player’s forehand
drill], please describe the techniques applied in the video and try to
practices those techniques in the forehand rally with your partner.
A: 1. When the rocket contact the ball, the body position cannot be too
high and the body weight needs to be forward a little bite.
2. The waist needs to be followed through when the arm swims and
the body moves. The body cannot be too stiff.
3. After returning the ball, the body needs to be a ready position and
prepared for next incoming ball.
4. Eye-ball contact with the ball.
5. The control of rocket is very important. And, a good technique to
play the forehand drop ball and forehand drive ball is to have a wellcontrol the rocket in your hand.
6.Beside the body posture, the rhythm for the footsteps and the ball is
also the keyword in forehand rally.
2) Knowledge Construction
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Curriculum is designed to train students to be
experienced in order to learn about the reality.
The study found that students learned not to only
build up their technological skills through the basic
physical education lesson online, but also develop
their experiences to function the technological
applications in reality.
Participants stated that watching the table tennis
game clip was very valuable experience to help them
learn how to appreciate a game and enable them to
gain information online as well as strategies/
techniques.
Example: (translation)
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After I watched the whole section of game, I came to realize how the
official table tennis looked like and the professional players used their
strategies. And, I found that “self-confidence” was the most important
key in the game.
I like to play table tennis and I’ve played this sport before. Even
thought I play table tennis, I haven’t had a chance to watch a real
game. I found that watching the real game clip was very exciting. And,
there was totally different felt from school lesson….
I don’t watch sport channel often, especially on table tennis. And, of
course, the main reason is that “I am not really interested in sports”.
However, after I watched the clip and of course I kept to replay the clip
many times and listened to the commentator’s report (plus I went
online to do some research in regard to the rules of table tennis, and
so on...), finally I found the excitement of watching the table tennis
game. In this assignment, I really learned a lot of knowledge about
table tennis.
3) Self-Evaluation (Self-Awareness)
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Each participant was asked to conduct a
video clip in regard to his/her fundamental
forehand and backhand drive after midterm
period.
The study found that the participants seemed
to comprehend their knowledge and
experiences; and at the same time, they
came to be aware of their body-postures in
the clips and in reality (real practice).
Example: (translation)
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I found that my body position was too high when served the ball. And I
didn’t bent my knees. My right hand didn’t follow through and I think
that was the reason that my ball was not powerful enough. After I
watched my skill clip, I improved a bit and was able to control my serve
now. I kept to remind myself that “I need to bend my knees down a
little bit and the rocket needs to be vertical to the table.”
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My footsteps were all wrong, which looked like playing the Chinese
dance. My tossing was also not high enough. I was supposed to put
my body-weight in my right foot in my ready position, but I didn’t. In my
forehand drive, my right hand looked like to have a plaster cast. I think
my whole upper body was too stiff. I should be more relaxed. Again, I
put my body-weight in a wrong foot. I think the major thing was to
improve my footsteps.
4) Self-Image Creation
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In this finding, the students seemed to
connect their motions with the professional
players and allocate their “real” images in
their minds.
Example: (translation)
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Mr. Chiang (a professional player) failed to
make serves [in the video clip]. I think he
probably couldn’t find the rhyme for the serve.
I got shocked by that because the same thing
occurred to me when I played with my
partner. Sometimes, I tried to press my
rocket and made the ball lower and faster,
but the ball didn’t get through the net. I think
this is also one of my major problems.
Conclusion
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The case study tried to bring the awareness of the
importance and necessity of technology in
curriculum design in the field of physical education in
Taiwan.
Technology and culture play important agencies in
shaping our education, society, and history;
moreover, education functions as a production
system that produces and trains students to
understand and be able to access the society.
This product system will be also fluctuated by the
process of social and culture changes.
Thanks for your listening~