The Use Of Ict Inpete In Flanders: An Explorative Study

Introduction
Using ICT fits in a constructivist approach to teaching and learning. Constructivism implicates active learning developing efficient communication between students and staff members based on intrinsic motivation and working out cases of the ‘real world’ (Elbourn & Cale, 2001; Valcke, 2000).
The purpose of this explorative study is to gather information on the way ICT is used in Physical Education Teacher Education in order to develop a model on the contributing aspects.

Methods
The target group of this research consists of institutes for Physical Education Teacher Education (PETE) in Flanders. There are 3 universities and 14 (anexo)

Results
The inductive analysis of the interviews resulted in three categories of depending factors concerning the use of ICT in PETE: micro-, meso- and macro-level.
At university level (4 years) the accent in ICT is during the application of sciences and as an instrument to prepare and present tasks, while at high school level (3 years) ICT is seen as a target itself and used to prepare the practical fieldwork.

References
[1]. Elbourn, J., & Cale, L. (2001). Selecting Computer-based resources to support learning in Physical Education. The British Journal of Teaching Physical Education, 4, 35-37.
[2]. Valcke, M. (2000). Onderwijskunde als ontwerpwetenschap (Educational Research). Gent: Academia Press.

NOTA: O texto com a iconografia está no anexo.

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