Technology Use in Physical Education

International Society for Technology in Education (iste): National Education Technology Standards
1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression c. Use models and simulations to explore complex systems and issues d. dentify trends and forecast possibilities . Co!!unication and Colla"oration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. nteract, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats c. !evelop cultural understanding and global awareness by engaging with learners of other cultures d. Contribute to pro"ect teams to produce original works or solve problems #. $esearch and Infor!ation %luency: Students apply digital tools to gather, evaluate, and use information. a. #lan strategies to guide in$uiry b. %ocate, organi&e, analy&e, evaluate, synthesi&e, and ethically use information from a variety of sources and media c. 'valuate and select information sources and digital tools based on the appropriateness to specific tasks d. #rocess data and report results &. Critical Thin'ing( Pro"le! Solving( and )ecision *a'ing: Students use critical thinking skills to plan and conduct research, manage pro"ects, solve problems, and make informed decisions using appropriate digital tools and resources.
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a. dentify and define authentic problems and significant $uestions for investigation b. #lan and manage activities to develop a solution or complete a pro"ect c. Collect and analy&e data to identify solutions and)or make informed decisions d. Use multiple processes and diverse perspectives to explore alternative solutions

,. )igital Citi-enshi.: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and responsible use of information and technology b. 'xhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c. !emonstrate personal responsibility for lifelong learning d. 'xhibit leadership for digital citi&enship /. Technology 0.erations and Conce.ts: Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively c. *roubleshoot systems and applications d. *ransfer current knowledge to learning of new technologies

Enhance teacher effectiveness through the use of technology:

1. 1d!inistration Attendance + computeri&ed attendance systems ,i.e. #' -anager. #adlock distribution + database programs ,i.e. Access by -icrosoft. stores information on students such as locker and padlock information '$uipment + database to inventory e$uipment ,items, amount, condition, date of purchase. /rading + computeri&e grading system. Some systems allow parents access grades anytime using nternet. #' -anager doesn0t allow parents access, however, it does allow teacher to easily send a student report to a parent by e1 mail

2. Instruction
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#resentation of information + Some examples include #ower#oint, #re&i, instructional videos, C!s and !3!s. 3ideo , pad, 4lip camera, etc.. used to demonstrate the correct performance of skill, drill, or game. Software available to assist in presenting related concepts such as biomechanics, motor learning, and anatomy. Software and nternet sites available to create games and other materials to enhance instruction 'ffective instruction + 3ideotaping a lesson for evaluation purposes. 5eart rate monitors and pedometers. #ocket #C or laptop computers used by class observer to code behaviors of the teacher or students for later review to determine effectiveness in student learning. -otivation + 5eart rate monitors, pedometers, 6ergames ,interactive fitness games, !ance, !ance 7evolution, Sportwall., 8ii 4it, are "ust a few effective motivational technology tools. #lanning + 8ord1processing programs help with preparing lesson plans, writing tests, unit plans ,templates.. Assessment + #ocket #C, #' -anager, *ri4it software allow teachers to record assessments during class and transfer to computer and grading system. 9ther software allows teachers to collect fitness data, evaluate food intake, measure fitness levels, creating electronic portfolios using video clips of students0 performance, analy&e skills and performance using !artfish.

C. Co!!unication *echnology enhances a teacher0s ability to communicate with others $uickly through e1mail, #' department 8eb sites with calendar, newsletters, contact information, policies, rules and regulations, units, advocacy.

3e" Sites a"out Technology Tools:

www.allprofsoftware.com + includes tournament1building software and statistics software for a variety of sports www.dartfish.com + provides information on !artfish, an analysis software used to evaluate individual sport performances or team performances www.dynapules.com + details a computeri&ed blood pressure system www.fitnessgram.net + provides information for 4itness/ram ) Activity/ram

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www.Choose-y#late.gov + introduces the U.S. /overnment0s -y#late and provides the ability to individuali&e the plate and a nutrition worksheet www.pecentral.com + is the site for physical education lesson planning ideas and other valuable information www.pelinks;u.org + contains physical education information as well as information on subscribing to <AS#'14orum, a discussion board for physical education topics and issues www.polarusa.com + offers heart rate monitors, *ri4it syste, and #' -anager software and hardware to support each system www.pu&&lemaker.com + enables the creation of word pu&&les

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