Contemporary Uses Of Technology In K 12 Physical Education

What do teachers, principals, school administrators, superintendents, state policy makers, and parents need to know about the growing trend to use technology in physical activity environments? How can technology be used to increase not only fitness levels but academic learning in today’s youth? How can kids benefit from increased use of technology in physical education? These questions and others are answered in this volume of the series Educational Policy in the 21st Century: Opportunities, Challenges, and Solutions. An entire generation is growing up without the benefits of daily physical activity. The daily experiences of our children are centered on the use of technology driven, mostly sedentary, activities. Technology should be considered a viable tool that can increase physical activity levels when implemented effectively. The lack of contemporary programs and strategies that motivate participants to want to participate daily in physical activity has created a culture of inactivity and obesity and is having a profound effect on the physical health and academic learning potential of today’s youth. In this volume the authors suggest current trends and explore the enormous potential of technology in motivating youth to commit to daily physical activity. Authors detail contemporary programs, teaching strategies and contemporary technologies beginning to be used in schools across the country, and suggest policies, directions, and cost considerations for implementing technology based learning in physical activity and physical education settings.

There is evidence of considerable growth in the availability and use of digital technologies in physical education. Yet, we have scant knowledge about how technologies are being used by teachers, and whether or how these technologies are optimising student learning. This book makes a novel contribution by focusing on the ways in which teachers and teacher educators are attempting to use digital technologies in PE. The book has been created using the innovative ‘pedagogical cases’ framework. Each case centres on a narrative, written by a PE practitioner, explaining how and why technology is used in their practice to advance and accelerate learning. Each practitioner narrative is then analysed by a team of experts from different disciplines. The aim is to offer a multi-dimensional understanding of the possibilities and challenges of supporting young people’s learning with digital technologies. Each case concludes with a practitioner reflection to illustrate the links between theory, research and practice. Digital Technologies and Learning in Physical Education encourages critical reflection on the use of technologies in PE. It is an essential resource for students on physical education, kinesiology or sport science courses, practitioners working in PE or youth sport, and researchers interested in digital technologies and education.

Focused on physical literacy and measurable outcomes, empowering physical educators to help students meet the Common Core standards, and coming from a recently renamed but longstanding organization intent on shaping a standard of excellence in physical education, National Standards & Grade-Level Outcomes for K-12 Physical Education is all that and much more. Created by SHAPE America — Society of Health and Physical Educators (formerly AAHPERD) — this text unveils the new National Standards for K-12 Physical Education. The standards and text have been retooled to support students’ holistic development. This is the third iteration of the National Standards for K-12 Physical Education, and this latest version features two prominent changes: •The term physical literacy underpins the standards. It encompasses the three domains of physical education (psychomotor, cognitive, and affective) and considers not only physical competence and knowledge but also attitudes, motivation, and the social and psychological skills needed for participation. • Grade-level outcomes support the national physical education standards. These measurable outcomes are organized by level (elementary, middle, and high school) and by standard. They provide a bridge between the new standards and K-12 physical education curriculum development and make it easy for teachers to assess and track student progress across grades, resulting in physically literate students. In developing the grade-level outcomes, the authors focus on motor skill competency, student engagement and intrinsic motivation, instructional climate, gender differences, lifetime activity approach, and physical activity. All outcomes are written to align with the standards and with the intent of fostering lifelong physical activity. National Standards & Grade-Level Outcomes for K-12 Physical Education presents the standards and outcomes in ways that will help preservice teachers and current practitioners plan curricula, units, lessons, and tasks. The text also • empowers physical educators to help students meet the Common Core standards; • allows teachers to see the new standards and the scope and sequence for outcomes for all grade levels at a glance in a colorful, easy-to-read format; and • provides administrators, parents, and policy makers with a framework for understanding what students should know and be able to do as a result of their physical education instruction. The result is a text that teachers can confidently use in creating and enhancing high-quality programs that prepare students to be physically literate and active their whole lives.

A wide variety of technology is available to physical educators, health teachers, and coaches—but technology is only helpful if people know how to use it effectively. This text will help health and physical education teachers and coaches improve their abilities by learning to effectively use technology in the areas of instruction, assessment, management, communication, professional development, and advocacy. The effective use of technology as outlined in this book can improve student and athlete performance and assessment and motivate active and healthy lifestyles among students. An important distinction with this book is that it goes beyond simply discussing the technology tools—it helps readers understand how to use technology to improve instruction. Practical examples of how to use various technological tools are included for different settings and a variety of age groups (child to adult). Readers will learn about the effective use of technology in physical education, health education, and coaching. Technology for Physical Educators, Health Educators, and Coaches is a practical, hands-on text that offers a number of useful tools: What Does the Research Say? sidebars that provide evidence for which technologies do and do not work in physical education, health education, and sport coaching, with accompanying explanations Tips, examples, and interviews from seasoned professionals on various types of technology Chapter objectives, key terms, review questions, and open-ended discussion questions, which could prove useful for online discussion boards Instructor ancillaries, including PowerPoint presentations and learning management system (LMS)–ready quizzes for each chapter, that help instructors organize, plan, teach, and assess content effectively Online web resource that offers a variety of tools, including additional practitioner interviews; links to websites, videos, and podcasts; sample handouts, and other activities and resources from practicing professionals. The online web resource will be updated annually to keep current with the changing technology. Social media accounts (@Tech4HPECoach) on Twitter and Facebook allow readers to further connect and share ideas. Use the hashtag #Tech4HPECoach across various social media platforms too! (The web resource is included with all new print books and some ebooks. For ebook formats that don’t provide access, the web resource is available separately.) The text is organized into six parts. Part I focuses on how technology can assist in meeting specific goals, objectives, and national standards within physical education, health education, and sport coaching. Part II covers technology for class and team management as well as communication technology, while part III explores how to leverage technology to facilitate teaching and learning, including within a traditional classroom, online, and with special populations. The authors address how to use technology for assessment in part IV, and part V delves into how technology can benefit professional development and advocacy. In part VI, the authors detail the all-important legal and financial aspects of technology.

In a professional world that has a tradition of the “good old boy” network, women long have fought for recognition in the educational technology field. In this book authors discuss the women in their own lives who have made the difference for them in their professional development. A group of 31 individuals from the USA, Canada, Northern Cyprus, the UK, and South Korea were asked to be part of this endeavor. The breadth of the list was intended to bring together as many perspectives as possible. Some stories included in this book are deeply private, others offer historical perspectives of women's roles in educational technology, while others focus on mentoring. This book is intended as a resource for all individuals in the field of educational technology, instructional design, and learning design at a national and international level.

Educational technologies have revolutionized the learning and teaching environments. Offline/online applications and social media have changed the conventional learning and teaching habits and competencies. In terms of learners, it has been empirically proven that the use of educational technologies in the classroom make learning easier and more enjoyable. On the other hand, it also poses threats to students such as cyberbullying and online addiction. While exploiting the opportunities of technological use in the classroom, educators must also remain vigilant and formulate ways to overcome the challenges and risks brought by technology. Enriching Teaching and Learning Environments With Contemporary Technologies is an essential research publication that aims to present exemplary practices of technology use and their management in pedagogical purposes in learning and teaching environments. The book also analyzes problems that may arise and develops policies on educational technologies and the exploitation of technology with pedagogical purposes as part of the discussion to solve these challenges. Featuring a wide range of topics such as augmented reality, mass media, and religious education, this book is ideal for educators who want to use technology in class, educational administrators who have responsibilities for developing policies on educational technologies and managing the use of them, and researchers who want to carry out a deep investigation into the subject. Additionally, educational software developers, academicians, instructional designers, curriculum developers, education professionals, and students will also benefit from the research contained within the book.

In urban education, “urban” is a floating signifier that is imbued with meaning, positive or negative by its users. “Urban” can be used to refer to both the geographical context of a city and a sense of “less than,” most often in relation to race and/or socioeconomic status (Watson, 2011). For Noblit and Pink (2007), “Urban, rather, is a generalization as much about geography as it is about the idea that urban centers have problems: problems of too many people, too much poverty, too much crime and violence, and ultimately, too little hope” (p. xv). Recently, urban education scholars such as Anyon (2005), Pink and Noblit (2007), Blanchett, Klinger and Harry (2009), and Lipman (2013) have elucidated the social construction of oppression and privilege for urban students, teachers, schools, families, and communities using intersectionality theories. Building on their work, we see the need for an edited collection that would look across the different realms of urban education—theorizing identity markers in urban education, education in urban schools and communities, thinking intersectionally in teacher education & higher education, educational policies & urban spaces—seeking to better understand each topic using an intersectional lens. Such a collection might serve to conceptually frame or provide methodological tools, or act as a reference point for scholars and educators who are trying to address urban educational issues in light of identities and power. Secondly, we argue that education questions and/or problems beg to be conceptualized and analyzed through more than one identity axis. Policies and practices that do not take into account urban students’ intertwining identity markers risk reproducing patterns of privilege and oppression, perpetuating stereotypes, and failing at the task we care most deeply about: supporting all students’ learning across a holistic range of academic, personal, and justice-oriented outcomes. Can educational policies and practices address the social justice issues faced in urban schools and communities today? We argue that doing intersectional research and implementing educational policies and practices guided by these frameworks can help improve the “fit.” Particular attention needs to be paid to intersectionality as a lens for educational theory, policy, and practice. As urban educators we would be wise to consider the intertwining of these identity axes in order to better analyze educational issues and engage in teaching, learning, research, and policymaking that are better-tuned to the needs of diverse students, families, and communities.

In elementary schools across the United States, teachers are often tasked with teaching health education or physical education, although they may not have specialist training. Health and Physical Education for Elementary Classroom Teachers: An Integrated Approach is the perfect resource for these educators. It covers both health and physical education while giving current and preservice teachers the skills to deliver appropriate lessons to their young students. Retta Evans and Sandra Sims, respected educators and physical education advocates, provide everything teachers need in order to seamlessly incorporate health education and physical education into an integrated curriculum. Based on national health education, physical education, and state-specific academic standards including the Common Core state standards, this is a guide that will help teachers empower elementary students to become healthy and active. The text is complemented with a full suite of ancillary products: • Sample syllabus and course outline • Chapter resources, including an overview, outline, review questions with answers, and learning activities • Chapter questions to help in creating quick assessments of student learning or in building custom tests • Approximately 150 slides to reinforce key points The text also features lab exercises that allow students to practice the material they are learning, including designing their own standards-based lesson plans that integrate health and physical education. By learning the essential knowledge and using the invaluable strategies in this book, every teacher will be equipped to create a healthy and active school environment that maximizes student achievement. Health and Physical Education for Elementary Classroom Teachers is organized into two parts, each dedicated to different components of incorporating health and physical education into the elementary classroom. Part I focuses on the foundational knowledge needed for teaching health and physical education. It addresses the health risk behaviors of today’s generation of students, a team approach to coordinated school health, how physical growth and brain development in children are related to health, and the many characteristics and benefits of a high-quality physical education program. Part II emphasizes the strategies necessary for incorporating health, physical education, and physical activity into the curriculum and school day. It discusses how teachers can become advocates of healthy and active schools, identify habits that promote everyday health in the classroom, and incorporate physical activity and the national standards into each school day. It also presents teaching methods, assessment tools, and evaluation strategies to ensure teaching success. Throughout this book, practicing and training teachers will find websites, tips for best practices, sample lesson plans, and tables with innovative strategies. The result is a great resource that teachers can use to fulfill what is both a tremendous responsibility and a unique opportunity—promoting health and wellness in the elementary classroom using an integrated approach.