Technological competenci̇es and 21ST century skill teaching levels of physical education teachers

This study was conducted to examine the technological competencies and skill teaching levels of physical education teachers working Turkish schools based on some variables. The study's data group was made up of 432 volunteer physical education teachers who worked in Turkish schools and were assigned randomly. The data was acquired through social media via Google Survey. The study employed the general screening method, one of the quantitative research techniques. The 21st Century Skills Teaching Scale and the Technology Proficiency Self-Assessment Scale for 21st Century Learning were used as data tools. In data analysis, frequency and percentage analysis for descriptive statistics, arithmetic mean and standard deviation analysis to determine physical education teachers' technological competencies and 21st century skill teaching levels; crosstab analysis to determine percentages of Web 2.0 tools usage by grade; MANOVA analysis to determine the differences between the variables of gender, age, years of service, education level, educational status, frequency of using technological tools, level of using technological tools and thinking about getting education to use technological tools, Tukey analysis was used to determine the differences between the groups. Based on the findings obtained from the research, it has been concluded that the teaching of 21st century skills is at a high level for e-mail, www, integrated apps, teaching with technology, benefits of technology, collaboration and innovation, and problem solving and that physical education teachers are highly competent in technology. At the secondary and high school levels as well as generally, it has been found that physical education teachers mostly use photography and picture-preparation tools. The major influence of technological competency and teaching level for 21st century skills is not substantial, according to the physical education instructors' gender variable; e-mail, the web, and integrated apps are more prevalent among graduates than undergraduates, according to educational level; it was discovered that the e-mail sub-dimension was higher in people with 6–10 years of professional seniority than with 1–5 years of professional seniority. It has been determined that according to the variable of frequency of using technological tools in online education, the main effect of technology proficiency and 21st century skill education level is not significant. In terms of education level, at the frequency of using technological tools in online education by e-mail the always option is chosen more than the rarely option. Besides, it is seen that in www, integrated applications, teaching with technology, the benefits of technology, collaboration and innovation, and problem solving the always option is chosen more than both the occasionally and the rarely options. According to the variable of using technological tools in online education, e-mail, integrated applications and collaboration, the sufficient option at the level of using technological tools in online education was preferred more than the insufficient option. Additionally, it has been determined that the sufficient option for www, teaching with technology, the benefits of technology and innovation and problem solving is preferred more than the insufficient option. According to the variable of thinking about getting education to use technological tools in online education, it was determined that yes answer is higher than no answer in e-mail, www, integrated applications, teaching with technology, benefits of technology, cooperation and innovation and problem solving. To conclude, it may well be inferred that teachers of physical education use Web 2.0 resources quite well in the educational environment. It can be suggested that they broaden the scope of their lessons by including other Web 2.0 technologies, photography, and image-editing tools into their course applications. Keywords: Skill Teaching, Physical Education Teacher, Education, Instruction, Technology, Technological Competence, 21st Century.