Retos y oportunidades de la tecnología móvil en la educación física (Challenges and opportunities of mobile technology in physical education)

Abstract

La educacion fisica (EF) y su profesorado estan llamados a seguir procesos de inmersion digital, voluntarios o involuntarios, asociados al consumo masivo de medios y servicios digitales y a las demandas de la sociedad y de la institucion educativa. El uso de tecnologia, especialmente la movil, social y ubicua, se generaliza personal y profesionalmente, aunque la escuela sigue sin encontrarle acomodo. Reconoce su potencial didactico, pero no logra alcanzarlo. En la EF el uso de tecnologias tradicionales y fijas han demostrado su utilidad en la fase preactiva y postactiva del acto didactico, sin embargo, los aprendizajes en movilidad propios de la fase activa, aconsejan explorar alternativas como las que ofrece el mobile learning. El objetivo del articulo es mostrar el potencial de mejora e innovacion pedagogica que tiene el mobile learning y las aplicaciones (Apps) en EF y proporcionar a los docentes e investigadores un marco de analisis que muestre como conseguirlo. Las aportaciones teoricas son necesarias, pero no suficientes, por ello se ofrecen orientaciones concretas que explican como y para que integrar los dispositivos moviles en la EF. Tambien se proponen futuras lineas de debate, reflexion e investigacion centradas en la dimension pedagogica de aprendizaje movil, analizando las repercusiones eticas, sociales y legales derivadas de los procesos de inmersion digital. Abstract. Physical education (PE) and its teachers are destined to voluntarily or involuntarily follow processes of digital immersion associated with the mass consumption of digital media and with the current demands of both society and educational institutions. The use of mobiles, which is a social and omnipresent technology, is being increasingly generalized in both personal and professional areas of life; however, mobile use is virtually non-existent in the field of education. Educational institutions and teachers recognize the educational potential of mobile technology yet fail to implement its use. The use of office technologies in PE has already shown its value in both the preactive and proactive phases of the educational process, however, the kinetic learning processes associated to the active phase would benefit from alternatives such as mobile learning. The aim of the present article is to show the educational potential of mobile learning and to provide educators, researchers, and Apps developers with a framework outlining how to achieve it. Theoretical insights are important, but not sufficient. That is why orientations and concrete proposals are offered, explaining how and to what end should mobile devices be integrated into PE. Future debates, reflections, and research issues are also raised, focusing on the pedagogical dimension of mobile learning, and analyzing the ethical, social, and legal repercussions arising from the process of digital immersion.