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[{"key": "dc.contributor.advisor", "value": "Kalaja, Teppo", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Ketola, Roope", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2019-05-23T12:48:13Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2019-05-23T12:48:13Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2019", "language": "", "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/64163", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Pro gradu \u2013tutkielman tarkoituksena on selvitt\u00e4\u00e4 oppilaiden kokemuksia teknologian k\u00e4yt\u00f6st\u00e4 liikuntatunneilla. Miten oppilaat kokevat, ett\u00e4 teknologia on vaikuttanut omaan oppimiseen, aktiivisuuteen ja motivaation sek\u00e4 liikuntatuntien ilmapiiriin. Samalla selvitet\u00e4\u00e4n yksil\u00f6iden kokemuksia teknologian vaikutuksesta ryhm\u00e4tasolla, miten teknologian k\u00e4ytt\u00f6 on vaikuttanut ryhm\u00e4n yhteistoimintaan, ryhm\u00e4n aktiivisuuteen ja ryhm\u00e4n motivaatioon. N\u00e4iden kysymysten lis\u00e4ksi yleinen selvitet\u00e4\u00e4n pit\u00e4v\u00e4tk\u00f6 oppilaat siit\u00e4, ett\u00e4 teknologiaa k\u00e4ytet\u00e4\u00e4n liikuntatunneilla osana opetusta. \nTutkimuksen kohdejoukko koostui 105st\u00e4 yl\u00e4koulunoppilaasta. Vastanneista 6 oli tytt\u00f6j\u00e4 ja 89 poikaa. Vastanneista 60 oli 8-luokkalaisia ja 45 9-luokkalaisia. Aineisto ker\u00e4ttiin kev\u00e4\u00e4n 2019 aikana. Kysely toteutettiin s\u00e4hk\u00f6isesti Webropol \u2013ohjelmalla. Kyselyyn vastaaminen tapahtui oppituntien aikana oman opettajan ohjeistamana. Analysointiin k\u00e4ytettiin IBM SPSS Statistics version 24- ohjelmaa. Analysoinnin menetelmin\u00e4 k\u00e4ytettiin riippumattomien otosten t-testi\u00e4, 1suuntaista varianssianalyysi\u00e4 (ANOVA), Bonferronin \u2013menetelm\u00e4\u00e4n sek\u00e4 Cronbachin alfa \u2013 kerrointa. Tutkimuksessa k\u00e4ytetty mittari luotiin t\u00e4t\u00e4 tutkimusta varten. \nK\u00e4ytetyn teknologian osalta vastaukset painottuivat p\u00e4\u00e4osin \u00e4lypuhelimiin sek\u00e4 videointiin eri v\u00e4linein, syke \u2013tai aktiivisuusmittari nousivat vastauksissa esiin painottuen muutamiin sis\u00e4lt\u00f6ihin. Tuloksista k\u00e4y ilmi, ett\u00e4 eniten oppilaat kokivat teknologialla olleen vaikutusta ryhm\u00e4n aktiivisuuteen sek\u00e4 ryhm\u00e4n motivaation. Tilastollisia merkitsevyyksi\u00e4 l\u00f6ytyi oppilaiden kokemuksista teknologian vaikutuksesta omaan oppimiseen. Liikuntatunneista paljon pit\u00e4v\u00e4t kokivat teknologian edist\u00e4neen oppimista tilastollisesti merkitsev\u00e4sti enemm\u00e4n kuin jonkin verran liikuntatunneista pit\u00e4v\u00e4t (p=0,002). Samoin hyvin aktiivisiksi itsens\u00e4 m\u00e4\u00e4ritt\u00e4neet kokivat teknologian edist\u00e4neen enemm\u00e4n oppimistaan kuin jonkin verran aktiiviseksi itsens\u00e4 m\u00e4\u00e4ritt\u00e4neet (p=0,001). Hyvin aktiiviset kokivat teknologian lis\u00e4nneen ryhm\u00e4n motivaatiota merkitsev\u00e4sti enemm\u00e4n kuin jonkin verran aktiiviset. (p=0,007). Sukupuolten v\u00e4lisess\u00e4 tarkastelussa pojat kokivat teknologian parantaneen ryhm\u00e4n ilmapiiri\u00e4 (p=0,017) ja ryhm\u00e4n yhteistoimintaa (p=0,04) tilastollisesti merkitsev\u00e4sti enemm\u00e4n. \nSuunnitelmallinen ja asiantunteva teknologian hy\u00f6dynt\u00e4minen liikunnanopetuksessa voi tuloksiin nojaten tuoda merkitt\u00e4v\u00e4\u00e4 hy\u00f6ty\u00e4 ja lis\u00e4arvoa opetukseen.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "The purpose of this study was to examine how the pupils' experience of using technology in sports classes. How students feel that technology has influenced their own learning, activity and motivation, and the atmosphere of the PE hours. Also examine the experiences of individuals on the impact of technology on the group level, how the use of technology influenced group collaboration, group activity and motivation of other group members. In addition to these questions, there is a general experience of using technology as a part of classroom lessons in physical education. \nThe quantitative data consisted 105 upper secondary school students. 6 of the respondents were girls and 89 were boys. Of the respondents, there were 60 8 grades and rest 45 respondents were 9- graders. The data was collected during the spring 2019. The survey was conducted electronically using the Webropol -program. Responding to the survey took place during the lessons, under the guidance of your own teacher. The data was analysed using statistical methods and operated with IBM SPSS Statistics version 24-program. The methods used for the analysis were the t-test of independent samples, the 1-way variance analysis (ANOVA), the Bonferroni method and the Cronbach alpha -coefficient. The used meter was created for this study. \nIn terms of the technology used, the responses were mainly focused on smartphones and videoon-demand, with the heart rate or activity meter rising in response to a few contents. The results show that most students felt that technology had an impact on group activity and group motivation. The statistical significance was found in the pupils' experiences of the influence of technology on their own learning. Those who like sports lessons lot felt that the technology had contributed significantly to learning more than those who define they like \u201csome\u201d in sports lessons. (p = 0.002). Likewise, those who define themselves to be \u201cvery active\u201d felt that technology had contributed more to their learning than to those who define \u201csome\u201d (p = 0.001). Defined \u201cvery active\u201d felt that the technology has increased the motivation of the group significantly more than \u201csome\u201d active. (P = 0.007). In the gender study, the boys experienced a statistically significant increase in the group's improved atmosphere (p = 0.017) and group collaboration (p = 0.04). \nA systematic and knowledgeable use of technology in physical education can, based on results of this study, bring significant benefit and added value to teaching of physical education.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Paivi Vuorio (paelvuor@jyu.fi) on 2019-05-23T12:48:13Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2019-05-23T12:48:13Z (GMT). No. of bitstreams: 0\n Previous issue date: 2019", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "58", "language": "", "element": "format", "qualifier": "extent", "schema": "dc"}, {"key": "dc.format.mimetype", "value": "application/pdf", "language": null, "element": "format", "qualifier": "mimetype", "schema": "dc"}, {"key": "dc.language.iso", "value": "fin", "language": null, "element": "language", "qualifier": "iso", "schema": "dc"}, {"key": "dc.rights", "value": "In Copyright", "language": "en", "element": "rights", "qualifier": null, "schema": "dc"}, {"key": "dc.subject.other", "value": "liikunnanopetus", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Teknologia liikunnanopetuksen apuv\u00e4lineen\u00e4", "language": "", "element": "title", "qualifier": null, "schema": "dc"}, {"key": "dc.type", "value": "master thesis", "language": null, "element": "type", "qualifier": null, "schema": "dc"}, {"key": "dc.identifier.urn", "value": "URN:NBN:fi:jyu-201905232774", "language": "", "element": "identifier", "qualifier": "urn", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Pro gradu -tutkielma", "language": "fi", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Master\u2019s thesis", "language": "en", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Liikuntatieteellinen tiedekunta", "language": "fi", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Faculty of Sport and Health Sciences", "language": "en", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Liikunta- ja terveystieteet", "language": "fi", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Sport and Health Sciences", "language": "en", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "Jyv\u00e4skyl\u00e4n yliopisto", "language": "fi", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "University of Jyv\u00e4skyl\u00e4", "language": "en", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Liikuntapedagogiikka", "language": "fi", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Physical Education Teacher Education", "language": "en", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "yvv.contractresearch.funding", "value": "0", "language": "", "element": "contractresearch", "qualifier": "funding", "schema": "yvv"}, {"key": "dc.type.coar", "value": "http://purl.org/coar/resource_type/c_bdcc", "language": null, "element": "type", "qualifier": "coar", "schema": "dc"}, {"key": "dc.rights.accesslevel", "value": "openAccess", "language": null, "element": "rights", "qualifier": "accesslevel", "schema": "dc"}, {"key": "dc.type.publication", "value": "masterThesis", "language": null, "element": "type", "qualifier": "publication", "schema": "dc"}, {"key": "dc.subject.oppiainekoodi", "value": "502", "language": "", "element": "subject", "qualifier": "oppiainekoodi", "schema": "dc"}, {"key": "dc.subject.yso", "value": "liikuntakasvatus", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "liikunnanopettajat", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "teknologia", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "koululiikunta", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.format.content", "value": "fulltext", "language": null, "element": "format", "qualifier": "content", "schema": "dc"}, {"key": "dc.rights.url", "value": "https://rightsstatements.org/page/InC/1.0/", "language": null, "element": "rights", "qualifier": "url", "schema": "dc"}, {"key": "dc.type.okm", "value": "G2", "language": null, "element": "type", "qualifier": "okm", "schema": "dc"}]
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