|
Question: Please Tell the Benefit of Integrating
Technology into Class Instruction Answer: Technology
is an integral part of life and will become increasingly so in the future
(Franks & Wood, 1997). As teachers
and society become more comfortable with various technologies, it is likely
that technology will be implemented in all areas of the educational
curriculum. Now more than ever,
physical educators have the opportunity to use technology to enhance the
meaning of their classes for students and increase the effectiveness of their
teaching. There are many new
tools available that can be used to analyze things such as feedback, time on
task, classroom management, and student achievement and assessment. It is important that we use these tools
to improve physical education for the sake of our students. Technology could help physical
educators find ways to improve their teaching. The use of technology can also help
pull physical education out of the shadows of other disciplines and solidify
the importance of our discipline in schools. Physical
educators have been exploring the implementation of the various technologies
for quite a long time. The
implementation and proper use of different forms of technology will aid in
adding credibility and professionalism to the physical education
curriculum. At a time when the
demands being placed on assessment are greater than at any other time in the
history of American education, there is growing dissatisfaction with the
traditional forms of assessment such as multiple-choice, isolated
closed-skill tests and physical fitness tests. Physical educators know that students
are learning; yet the use of these tests neither facilitates learning nor
indicates what was learned (National Association for Sport and Physical
Education [NASPE], 1995). NASPE
(1995) currently supports a movement toward performance-based assessments
that focus on high-priority objectives and significant outcomes for
students. Performance-based assessments
require students to demonstrate skill and competence. Performance-based assessment includes
assessment options such as student projects, student logs, student journals,
parental report, peer observation, self-assessment, group projects, and portfolios
(Sinclair, 2002). Incorporating
LCD Video Projectors, laptop computers, heart-rate monitors, pedometers, and
handheld computers into instruction can help to meet the above demands. Given
the many projects and presentations done on the computer, and the mobility of
physical education classes, physical education departments should have an LCD
video projector and a laptop computer (with internet access). The projector is needed for multimedia
presentations and for any projects with digital images incorporated in the
physical education class. This
would allow the entire class to view the work in the gym or designated
physical education area. The use
of this equipment will enhance learning and empower students to take more
responsibility for their learning.
Students can create projects and then present them to the entire class
using the projector.
Physical education departments are very mobile, moving from the
classroom to the gymnasium to the outdoors. The flexibility that a laptop computer
provides would allow the educator to show presentations in the classroom
(AAHPERD, 2001).
There are many new and exciting technological innovations available
for physical educators to use in their instruction. One of these is the heart-rate
monitor, which allows teachers to measure student performance in class. Heart-rate monitors can be used to
help show your students what it really means to be physically active. With the latest technology,
heart-monitor data can be downloaded to a computer, generating a printout of
the students’ results. These
objective data provide immediate, measurable results for grading and for
information on instruction and class organization. Instruction can also be
individualized, which will provide the greatest benefit for the students. They will be able to concentrate on
improving their own health and fitness levels. By using the heart-monitor, students
will be more motivated, knowing that they will be benefiting directly for
their physical education program.
This in turn, promotes greater credibility and respect for the
curriculum (AAHPERD, 2001). The use of Pedometers is also another way
to use technology in physical education class. A pedometer measures the distance that
you move. They are worn on your
ankle or clip onto your belt and they measure the distance you travel by
measuring strides or hip undulations.
During a physical education lesson, pedometers can be used as an
excellent tool for students to see how much they have moved. As with the
heart-rate monitors, they can set personal targets for potential improvement
in each lesson. Using a monitor
such as a pedometer is a powerful motivational and evaluation tool. Rather than using student attendance,
student perceived effort or student performance as an evaluation tool; this
can provide a more accurate way to determine physical activity levels and
student involvement. Handheld computers are another popular
technology adopted by physical educators for use in tracking attendance,
grading, creating learner profiles, and supporting instruction (Mohnsen & Schiemer,
1997). Newer versions of handheld
computers, now called personal digital assistants perform all of the
previously mentioned tasks, but are also able to connect to the Internet and
can be used to download lesson plans (Williams, 2002). One of the most important benefits for
educators and students is the handheld computer’s ability to extend the
learning environment beyond the classroom. Because of their portability, teachers
can carry these devices from class to class or wherever they go and capture
information while interacting with their students (Juniu,
2002). Even with all of the new and advanced
technologies, teachers often return to the least advanced technology
available. Physical educators
have been implementing and using video technology in their classes for the
past several decades. Video
technology can be used to view and analyze student performances, to create
video projects and to use for student assessment. Being able to see what a skill, sport,
or game looks like helps students put practice drills and strategies in
context, increasing their understanding and motivation (Anderson & Mikat, 2001).
For example, if students have never seen a cricket or rugby game,
watching a video recording of one would provide a better overview than a
teacher’s verbal description alone. In
conclusion, there are various uses for technology in physical education. These innovations help students
realize the connection between learning, thinking, and physical activity. LCD video projectors, laptop
computers, heart-rate monitors, pedometers, and handheld computer, which were
discussed, are very valuable technological teaching tools. A learning environment can be greatly
enhanced through the use, although sometimes and most often they can be too
costly for many physical education programs. Implementing some technology can be a
challenge for teachers. Funding
for software and hardware can be costly, especially for programs that have
difficulty keeping up maintenance on bats and balls. Overall, technology can enable
teachers to create more developmentally appropriate environments for their
students as well as promote more student independence during skill learning.
|