IDENTIFYING THE COMPUTER COMPETENCY LEVELS OF RECREATION DEPARTMENT UNDERGRADUATES

Computer-based and web-based applications are as major instructional tools to increase undergraduates’ motivation at school. In the recreation field usage of, computer and the internet based recreational applications has become more prevalent in order to present visual and interactive entertainment activities. Recreation department undergraduates should develop their knowledge and skills in the use of computer as entertainment tools as well as support and guide people to use these technologies for recreation activities. However, some drawbacks are encountered in the integration of computers to recreation classes. The aim of this study is to investigate how often recreation department undergraduates use computers and related software for recreational purposes. Based on the findings of the research, some practical suggestions have been put forward.

[1]  R. Kretschmann.  Physical Education 2.0 , 2010 .

[2]  Dave Moursund,et al.  Effective Practices (Part 4): Problem Solving. , 1996 .

[3]  Yasemin Gülbahar.  IMPROVING THE TECHNOLOGY INTEGRATION SKILLS OF PROSPECTIVE TEACHERS THROUGH PRACTICE: A CASE STUDY , 2008 .

[4]  Yavuz Akbulut.  Exploration of the Attitudes of Freshman Foreign Language Students toward Using Computers at a Turkish State University. , 2008 .

[5]  Robert E. Manning,et al.  Computer Simulation Modeling for Recreation Management: A Study on Carriage Road Use in Acadia National Park, Maine, USA , 1999, Environmental management.

[6]  David H. Jonassen,et al.  Computers as mindtools for engaging learners in critical thinking , 1998 .

[7]  Jeffrey L. Marion,et al.  Recreation Monitoring at Acadia National Park , 2006 .

[8]  M. F. Salinas,et al.  From Dewey to Gates: A model to integrate psychoeducational principles in the selection and use of instructional technology , 2008, Comput. Educ..

[9]  Deniz Peker,et al.  Turkish pre-service science and mathematics teachers' computer related self-efficacies, attitudes, and the relationship between these variables , 2009, Comput. Educ..

[10]  M. Ince,et al.  Pre-service physical education teachers' technological pedagogical content knowledge, technology integration self-efficacy and instructional technology outcome expectations , 2012 .

[11]  Rugayah Hashim,et al.  ATTITUDES TOWARD LEARNING ABOUT AND WORKING WITH COMPUTERS OF STUDENTS AT UiTM , 2004 .

[12]  Marianne C. Murphy,et al.  A Comparison of Student Perceptions of their Computer Skills to their Actual Abilities , 2009, J. Inf. Technol. Educ..

[13]  Panagiotis Antoniou,et al.  GENDER DIFFERENCES ON ATTITUDES, COMPUTER USE AND PHYSICAL ACTIVITY AMONG GREEK UNIVERSITY STUDENTS , 2009 .

[14]  Metin Yaman,et al.  THE COMPETENCE OF PHYSICAL EDUCATION TEACHERS IN COMPUTER USE , 2007 .

[15]  Bonnie S. Mohnsen.  Using Technology in Physical Education , 1994 .

[16]  Retta Guy,et al.  An Examination of Students' Self-Efficacy Beliefs and Demonstrated Computer Skills , 2010 .

[17]  Adeyinka Tella,et al.  Gender Differences in Computer Literacy among Undergraduate Students at the University of Botswana , 2008 .

[18]  Roy B. Clariana,et al.  Perception versus Reality-Determining Business Students' Computer Literacy Skills and Need for Instruction in Information Concepts and Technology , 2005, J. Inf. Technol. Educ..

[19]  Thomas P. Van Dyke,et al.  Effects of training on Internet self-efficacy and computer user attitudes , 2002, Comput. Hum. Behav..

[20]  Craig A. Buschner.  Teaching Elementary Physical Education: Whose Responsibility?. , 1984 .