Nathan Vigil

Position Paper
Computers in the Curriculum
5/19/16
In todays society, technology is being used for just about everything.
Educators are being encouraged to integrate technology in their classrooms
to enhance learning. Physical education is one subject that involves a lot of
movement and activity. Using technology in this subject can produce faster
results and enhance the learning of skills and movements. Although,
technology should be used in a limited and careful way to make sure the
students stay active in their activities.
There are several ways I will use technology efficiently. One way is to
use a personal iPad or tablet to keep attendance collect data, such as mile
times, heart rates, number of repetitions, etc. Using traditional paper to take
attendance and record data can sometimes be less efficient than using an
iPad or tablet because we increase the risk of being disorganized or losing
paper. Using an iPad or a tablet can bring organization and allow accessibility.
This will allow time to be saved and let students have access to their data
through an online learning management system such as RenWeb, which
allows students to view their progress and data.

Using technology in the

physical education curriculum can aid in formative and summative

assessments. In terms of formative assessment, technology can be
informative in monitoring the learning progress of students and making

decisions about how to improve instructional skills (Salend, 2009, p.49).

Using digital video camera as well as a movement analysis software can help
me give students feedback on how they are performing the skills and help
them perfect the skills. This also can benefit all different types of learners.
No matter what the student is capable of doing, using a digital video camera
can help me identity the mistakes and allow me to adjust the level of
difficulty of the skill to any student.
Using technology can engage students in the lesson. Casey and Jones
(2011) conducted a study to see if their ideas of integrating technology
would enhance and improve student involvement. One of the interventions
was to record and playback throwing motions for European Handball. The
authors stated that the teacher felt that the students demonstrated a
greater depth of knowledge about throwing as a direct result of the use of
technology (Casey & Jones, 2011, p.58). The students were given the
chance to express their feelings towards this lesson. One of the students,
Vincent, said I really liked the video because I could see myself and what I
was doing wrong (Casey & Jones, 2011, p.58). The results also stated that
Vincent was able to articulate key features of the fundamental movement
skills (Casey & Jones, 2011, p.58). One other advantage of using digital
video is its ability to serve as a means of augmented feedback for the
specific skill (OLoughlin, N Chrinn, & OGrady, 2013, p.168).
I want my students to learn and improve skills by using technology.
Augmentation and redefinition are the levels of integration I would like my

students to foresee. These levels represent two levels of the SAMR

framework. SAMR stand for substitute, augmentation, modification, and
redefinition. This framework is used for enhancing technology integration in
the classroom (Puentedura, 2010). This includes using technology as a
direct tool with functional improvement and allowing technology to create
new tasks and skills that were not previously not achievable (Juniu, Harris, &
Hofer, 2012, p.36).
There are a couple of ways I would like my students to use technology
for their enhancement and learning. One way is to have my students select a
health-related fitness test (agility, endurance, muscular) and learn their
components by using websites, eBooks, and virtual demonstrations (Juniu,
Harris, & Hofer, 2012). There are several tools that I would like to teach my
students how to use. These tools include pedometers, heart rate monitors,
and exergames. Using these tools can provide creative and motivating ways
to engage in and monitor physical activity (Juniu, Harris, & Hofer, 2012,
p.34). These tools will enable students to understand the content and
reasons why taking your heart rate is important and why exercising and
understanding fitness levels are important. Students will also be able to take
the things they have learned at school and apply it to their everyday lives.
It is very important to me that I teach some basic digital citizenship
skills to my students. Learning how to use the technology is important. In
that way we can minimize the amount of mistakes and mistreatments. Some
mistakes can include pressing the wrong buttons on the heart monitor or not

plugging in a cord into the right output. Using technology to monitor heart
rates, use eBooks, to virtually demonstrate skills, etc. is an opportunity and a
privilege to engage in higher learning and making sure my students
understand the importance of physical education.
I think the bring your own device (BYOD) method can be somewhat
beneficial. I would like students to have access to a computer for research
and reading eBooks. If students do not have access to a computer or laptop,
then having after school hours for open computer lab will be available for
those students. Although, using laptops and computers during class time will
be very minimal. The tech tools will be provided for every student, all will
have access to a pedometer and heart rate monitor.
The safety of students should never be overlooked. I will show them
how to correctly use each tech tool and how to maintain them. Students will
also learn how to use the digital video camera that way the students will use
safe measures when using it. I strongly believe incorporating this type of
technology in the physical education curriculum can benefit and enhance the
learning of my students.

References
Casey, A., & Jones, B. (2011). Using digital technology to enhance student
engagement in

physical education. Asia-Pacific Journal of Health,

Sport and Physical Education,

2(2), 51-66.

Juniu, S., Harris, J., & Hofer, M. (2012). Grounded technology integration:
Physical education.

International Society for Technology in

Education, 10(4), 34-36.

OLoughlin, J., N Chrinn, D., & OGrady, D. (2013). Digital video: The impact
on childrens

learning experiences in primary physical education.

European Physical Education Review, 19(2), 165-182.

Puentedura, R. (2010). SAMR and TPCK: Intro to advanced practice. Society
for Technology in
Education, 13(2), 1-48.
Salend, S. J. (2009). Technology-based classroom assessments. Teaching
Exceptional

Children, 41(6), 48-58.