Appropriate Use of Instructional Technology in Physical Education
Background
This is a key consideration for designing and implementing instruction. Teachers now face a generation of students who have never known life without a computer, video game console, cellular phone or Internet access; and that is changing the scope of education dramatically.
Introduction
The rapid development of technology over the past two decades has provided many new and creative ways for educators to present instructional materials effectively. Until recently, those advancements have focused on desktop technology, which limited their use in physical education. But wireless technology, computer projection systems and physical activity monitoring devices are moving technology into school gymnasiums. The recent development of active gaming or “exergaming” − using video games that incorporate physical activity (Thompson, 2008) − is adding yet another dimension.
The National Association for Sport and Physical Education (NASPE) believes that technology can be an effective tool for supplementing instruction when used appropriately. Therefore, the primary purpose of this document, developed by a task force of NASPE’s Physical Education Steering Committee, is to provide guidelines for using technology to help students achieve the National Standards for Physical Education (National Association for Sport and Physical Education, 2004).
Technology has become an important part of work and home environments throughout the country, and that’s apparent among the youth population. In a recent study of families with children between ages 6 and 13, the average family home had four televisions, 99% had a DVD player and/or VCR, 88% had a video game console and 85% had a computer. More than half of the families studied also had Internet access,providing children with exposure to a wealth of information never before imagined.
Currently, children entering first grade are estimated to spend an average of 51 minutes per day playing video games and 14 minutes per day using computers, in addition to 172 minutes every day viewing television. By the time children reach age 12, their average “screen time” has increased to 109 minutes of video gaming and 79 minutes of computer usage (Hersey & Jordan, 2007). Although this high volume of use has been named a contributing factor to childhood obesity (Crespo, et al., 2001; Gortmaker, et al., 1996; Robinson, 1999), it also indicates that, when children enter school, they are accustomed to and familiar with technology as one of the primary tools for receiving information.
Technology tools and exergames can provide objective data on activity levels and creative methods for individuals to engage in physical activity. Studies have indicated that active gaming can promote higher levels of energy expenditure compared to seated video games, as well as increasing heart rate and oxygen consumption (Graves, Ridgers & Stratton, 2008; Lannigham-Foster, et al., 2006).
Pedometers, accelerometers and heart rate monitors also can be valuable tools, providing objective and accurate activity monitoring (Crouter, Schneider & Bassett, 2005; Eston, Rowlands & Ingledew, 1998; Schneider, Crouter, Lukajic & Bassett, 2003; Tudor-Locke & Myers, 2001).
Online learning in physical education using hybrid or blended models (Kachel, Henry & Keller, 2005; Oblender, 2002), can provide valuable Web-based supplemental content through online assignments, readings, chat rooms and examinations, coupled with faceto-face, activity-based sessions (National Association for Sport and Physical Education, 2007). All of those technology tools, however, have inappropriate as well as appropriate applications in relation to effective instruction and facilitating student learning.
The 2006 National School Health Policies and Programs Study (Lee, Burgeson, Fulton & Spain, 2007) indicated that 42% of physical education teachers receive staffdevelopment training on using physical activity monitoring devices; 37% on using technology overall. Also, between 17% and 49% of the teachers studied received additional training for administering fitness tests, assessing student performance, and developing portfolios and individual physical activity plans: areas in which technology can supplement instruction and help in managing data.
Those statistics − in addition to the recent release of updated National Educational Technology Standards for Teachers (International Society for Technology in Education, 2008) – underscore the importance of developing guidelines for proper technology use in physical education that adheres to NASPE standards and guidelines for appropriate practice at all grade levels (NASPE, 2004, 2009a, 2009b, 2009c).
VISIT TO –
SOURCE–http://www.aahperd.org/naspe/standards/upload/Appropriate-Use-of-Instructional-Technology-in-PE-2009-2.pdf
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