Amanda+McCristal-+Resources

Amanda McCristal- Resources Subject: Teaching Technology to Elementary Students in Physical Education.
 * 1. Hall, T. (2012). Emplotment, embodiment, engagement: Narrative technology in support of physical education, sport and physical activity. //Moving People, Moving Forward: Keynote Addresses from the AIESEP 2011 International Conference//, // 62 // (2), 105-115. doi: 10.1080/00336297.2012.669324 . Retrieved from http://www.tandfonline.com.proxy1.cl.msu.edu/doi/full/10.1080/00336297.2012.669324#.UbjblduF-j8**

Summary: The article //Emplotment, Embodiment, Engagement: Narrative Technology in Support of Physical Education, Sport and Physical Activity// is a great overview of how technology can make a difference in physical education classes. As new and emerging technologies continue to debut, many can be used in the realm of physical activity. “An array of technologies, for example, pedometers, smart phones, virtual reality simulators, heart rate monitors are being used in physical education, sport, and physical activity to enhance engagement, pedagogy, and performance” (Hall, 2012). Additionally, these technologies can help educators factor in grades for physical performance, (tracking student’s heart rate over the course of each day’s activity can determine whether or not students were in their target zone). The narrated study in the article allowed students to create a collage of key frames during a volleyball unit, which enhanced their knowledge of the sport and increased their motivation to participate. This article does an excellent job of explaining the necessity to use technology to reach visual and kinesthetic learners and to continue growing their interest and motivation to succeed.

Critique: I definitely think the overall message of the article was clear, and the data they had collected demonstrated a connection between technology and physical activity. However, the data collected looked like there was not too much physical exertion involved. What would be nice to see is how large gross motor skills can be evealuted with technology (heart rate monitors, pedometers, etc.) and comparing a control group to an experimental group can change students attitudes about technology incorporated into physical education.


 * 2. American Federation of Teachers. (2010). Aft’s pathway to student success: What every student needs. // American Federation of Teachers, A Union of Professionals //, Retrieved from http://www.aft.org/pdfs/teachers/aftpathway0510.pdf **

Summary: The article // AFT’s Pathway to Student Success: What every Student Needs // did an excellent job of listing the importances of cross curricular learning in every teacher’s job description. In order to prepare students for life, they must be well rounded individuals with a curriculum that “includes the arts, physical education, technology, and foreign languages” (American Federation of Teachers, 2010). Within each of these subjects, there must be overlap as well as expertise for every designated learner. Students need “healthy bodies and healthy minds” (American Federation of Teachers, 2010) and if teaching with technology in a physical education setting motivates children to succeed, that is what must be filled throughout weekly lessons and activities. The article continues with division of grade levels and in the elementary section, one of the goals states “students also need state-of-the-art instructional technology so they are prepared early on for today’s rapidly changing world and regular opportunities for physical activity including recess and physical education” (American Federation of Teachers, 2010).

Critique: Although the article did an excellent job listing the vital points that students need in K-12th schooling to become successful, they did not address the overlap of the necessity of cross curricular learning as it appears in the arts. I think every teacher should focus on adapting some form of cross curricular learning within their unit plans, whether that be a science teacher including technology in writing a term paper, a math teacher introducing smart board lessons, or a physical educator introducing Dance Dance Revolution with stepping mats. In order to keep our students well rounded, the teachers must be well rounded and have exposure to technology as well.


 * 3. Zavatto, L., Pennington, B., Mauri, S., Skarda, N., & Marquis, J. (2012). Does technology in physical education enhance or increase the time available to engage in physical activity? // Journal of Physical Education, Recreation & Dance //, // 83 // (7), 53-54, 56. Retrieved from [] **

Summary: This article does an excellent job of describing how technology in physical education can motivate students to participate and succeed. Although some teachers struggle with their own expertise in technology which may cause wasted time in teaching it, once the technology is understood, students can grasp a sense of pride and motivation when actively engaged. “As an elementary teacher, I have been using simple functioning pedometers with my third through fifth graders since 2007 (I obtained a grant for the purchase), and they love them. We begin using them around mid-year and continue through the spring, when we do our fitness testing (the mile run becomes a joy when they see how many steps they take)” (Zavatto, Pennington, Mauri, Skarda, Marquis, 2012). With this utilization, students are motivated to gain as many steps as they can, helping them establish healthy lifestyles.

Critique: Although the article had many great ideas with incorporating technology, (many of which I have used and seen successful in my own teaching) there lacked some hard data when it came down to the heart rate monitors and pedometers. Yes, they work in the classroom, but measurable proof would have been nice to see in this article.