File - Justine Le Griffon

Figure 1: Primary School Sports. From “School Sports” by Cedar College, 2013,
http://www.cedarcollege.sa.edu.au/pssport.htm
The use of Information and Communication Technology in
Health and Physical Education
Collins (2011) states, the “effective use of ICT improves the amount of information students
retain through visual, auditory, and kinesthetic learning channels in physical education all
sport” (p.30).
Why is it important to include information and communication technology (ICT) in Health and Physical Education
(HPE) learning for primary school classrooms?
The use of ICT in HPE is a catalyst for enhanced student appreciation of the application of skills in real situations, increased
verbalization of a deeper understanding, and a transfer of practice from one activity to another (Casey & Jones, 2011, p.60).
Collins (2005) states that students of the 21st centaury coexist in a community dominated by information from digital technology
with ICT permeating all facets of life (p.30). Physical educators need the skills to confidently, reliably and responsibly use ICT in
the teaching and learning of HPE to create learning experiences that are meaningful, natural and real. ICT is continually evolving,
changing and morphing into something new providing teachers and students with access to information that motivates and
connects learners to one another (Collins, 2005, p.31). Collins (2005) asserts that not a single teacher is capable of giving up to
date and complete information in his own subject (p.30). The range of ICT mediums available can fill the gap by giving teachers
the opportunity to access up to date and complete knowledge on any topic by in different formats with a variety of examples
(Collins, 2005, p.30). It is not an option, but a must for teachers to develop ongoing and close relationships with the plethora of
innovations in ICT in relevant for HPE to provide students with quality learning experiences (Rodriguez, 2011, p.944). In
Australia huge investment has been made in ICT through the ‘digital education revolution’ where the Australian Government
invested $2.4 billion to “support the effective integration of ICT in Australian schools” (Department of Education, Employment
and Workplace Relations, 2011). This investment has seen the expansion of the use of ICT in Primary Schools at an experiential
rate, but its beneficial use in HPE is only used intermittently as many schools have been slow to adopt the use of ICT (Herma,
2009, p.13).
In a national audit of 252 UK schools examining the use of ICT in HPE 92% of teachers agreed that ICT is a valuable tool in HPE
however, 41% of teachers have undergone ICT pedagogical training (Thomas & Stratton, 2006, p.628). It was found that 66% of
HPE departments owned a video-recorder but 36% stated they rarely used it due to lack of training (Thomas & Stratton, 2006,
p.628). HPE should be a propriety area for ICT except insufficient knowledge, capability, time, pedagogical training and access to
resources has resulted in teachers believing ICT to be a distraction from what they regard as the more important, practical and
active focus of the subject (Tearle & Golder, 2008, p.63). ICT compliments student learning by encouraging students to develop
ownership of their work and direction they take. Through ICT mediums such as video analysis, students are able to continually
review, adapt and critique their sporting abilities, achievements and level of progression (Stanescu, Stanescu and Ciolca, 2011).
Casey and Jones (2011) demonstrated the effectiveness of video technology in enhancing student engagement and learning with
throwing and catching (p.52). A number of disengaged students were video-taped and ‘slow mo’ and ‘freeze frame’ was used to
show their performances in comparison to the ‘best practice’ example they had previously seen (Casey & Jones, 2011, p.52). The
students were able to instantly articulate what a good performance looked like and provide feedback to others forging significant
shifts in their fundamental movement skills (p.59). Through the use of video technology the students made immense progress by
developing their knowledge of catching and throwing through verbal reasoning, peer-on-peer assessment and their observation of
their own performances as engaged learners (Casey & Jones, 2011, p.59). This highlights the potential benefits that technology can
have on engagement in and the attitudes towards the HPE curriculum. It creates learning environments where deep understanding
of important, substantive concepts, skills and ideas are of upmost importance. HPE educators need to step out of their comfort zone
and find the appropriate technology that will create flexible learners who have the abilities to access, validate, respond, question
and create new knowledge (Australian Curriculum Assessment and Reporting Authority, 2012, p.3).
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How can teachers include ICT in the HPE
classroom?
Video Technology
Using video technology has enormous benefits for student
development in HPE. In a recent student of 252 schools in the UK it
was found that 66% of PE departments owned a video-camera,
however 36% stated the rarely know how to us it (Thomas & Stratton.
2006, p.630). The video technology Dartfish is the solution to
purposefully including video analysis into the HPE curriculum.
Including video technology will provide students with the ability to
clearly articulate what a good technique or performance looks like
and allow the provision of feedback to peers based on a ‘best practice’
example (Casey & Jones, 2011, p.59). The students are able to
rethink their performances through their verbal reasoning, trial and
error, peer on peer constructive assessment and observations allowing
them to critique and improve the motor skill development (Casey &
Jones, 2011, p.59). The Dartfish camcorder technology provides
students with the unique ability to witness them perform by providing
instant visual feedback using live capture and instant replay. Students
can then publish their video analysis into clear and easy to use
interactive documents (Dartfish, 2009).
Scan the QR code to be directed to the Dartfish
homepage and explore the interactive website.
Quick Response Codes
QR Codes can be used to give students easy access or link to an image,
website,
video,
podcast
video,or
podcast
simplyora simply
text. QR
a text.
codesQR
cancodes
be created
can befor
created
free and
for
read enabled
web
by any web
smart
enabled
phonesmart
or Ipad
phone
mobile
or Ipad
phone,
mobile
tabletphone,
or Ipadtablet
that has
or a
camera.
be
able to
Touse
be the
ableQR
to reader
use theyou
QRwill
reader
need
you
to will
download
need tothe
download
softwarethe
or
App. Some
free.
This isoffree.
theseSome
include,
of these
QR Scanner
include, by
QRGrip’d
Scanner
forby
anGrip’d
Apple for
device
an
and QRbyDroid
Droid
Droidby
LaDroid
for anLaAndroid
for an Android
device. device.
QR codes are a purposeful way to differentiate and compliment a HPE
lesson and
increase
student
increase
learning
student
and
learning
engagement.
and engagement.
By using handheld
By using
computing
learner
is able
devices
to access
the learner
information
is ableand
to access
learning
information
materials anywhere,
and learning
at aanytime.
is
flexible Itway
is atoflexible
allow teachers
way to allow
to deliver
teachers
content
to deliver
in a technologycontent in a
enhanced
manner
(Sarvani
manner&(Sarvani
Clayton,&2009,
Clayton,
p.920).
2009,
Forp.920).
example,
For in
example,
a lessonin a
where theobjective
learning
learningisobjective
types of isthrowing
types ofthe
throwing
teacherthe
could
teacher
havecould
various
have
stations
the
QR code
with reader
the QRtocode
allow
reader
students
to allow
to view
students
a “perfect
to view
example”
a “perfect
without
there
providing
you being
students
there providing
with a point
students
of reference.
with a point of reference.
iPads
The following apps use devises such as iPods
and iPads to foster and encourage increased
engagement, attainment and focus in the
physical education environment. These Apps
will help teachers integrate
iPads into the HPE curriculum.
Coach’s eye: Provides users with the ability
to film, evaluate and review performances
instantly. Students can then play it back in
slow-mo, backward or frame-by frame. It is a
great app for video analysis allowing instant
feedback of the student’s performance. The
App is able to compare two videos side-byside for analysis of how one performance
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compares to another and records
improvement. It is able to zoom and pan or
draw on videos to focus on specific details or
points of concentration. Videos can then be
easily shared through social media networks
such as YouTube, twitter or email.
PE Games: A fantastic resource for any HPE
teacher. It has a compilation of over 100 HPE
activities that can be used as a warm up activity
or to focus on a certain skill that can then be
stored for future reference.
Idocoe: Is a powerful and easy to use grade
book for iPads. It will revolutionize the way
teachers complete and record assessment.
These apps are just a small margin of what is
available scan the QR code to find more.
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Web 2.0 Technology
Web 2.0 technologies enable us to share information in collaboration with the World Wide Web by acting as a transport
mechanism for interactivity. It can be understood as the social media for online communities by allowing users to
frequently communicate
communicate
and interactand
with
interact
one another
with one
across
another
the globe.
across Itthe
encourages
globe. It encourages
like-mindedlike-minded
users such users
as HPE
such
teachers
as HPE
to
communicate, connect and share their knowledge in an online environment. Web 2.0 technology holds a strong place in
thethe
in
in HPE
the HPE
learning
learning
space
space
by giving
by giving
teachers
teachers
the opportunity
the opportunity
to access
to access
up to
update
to date
and and
complete
complete
knowledge
knowledge
on any
on any
topic
by in different
different
formats
formats
with awith
variety
a variety
of examples
of examples
(Collins,
(Collins,
2005, 2005,
p.30).p.30).
It is anIt open
is an collaborative
open collaborative
learning
learning
space space
that that
challenges
teachers
to teachers
make meaningful
to make meaningful
and purposeful
and purposeful
use of Webuse
2.0of
tools
Web
in2.0
their
tools
classroom
in their to
classroom
maximize
tobenefits
maximize
andbenefits
enhance
and
student learning (Jimoyiannis, Tsiotakis, Roussinos & Siorenta, 2013, p.255). Such Web 2.0 technologies include Blogs,
Wikis and social networking sites such as facebook.
The following blogs are high quality physical education resources that provide an abundant amount of ICT resources:
-
http://thepegeek.com/
http://ictacrossthecurriculum.wordpress.com/subjects/physical-education/
http://mrwickenspe.wordpress.com/
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References:
Australian Curriculum Assessment and Reporting Authority. (2012). The shape of the Australian
Curriculum: Health and Physical Education. Retrieved from
http://www.acara.edu.au/verve/_resources/Shape_of_the_Australian_Curriculum_Health_and_Physic
al_Education.pdf
Casey, A., and Jones, B. (2011). Using digital technology to enhance student engagement in physical
education. Asia-Pacific Journal of Health, Sport & Physical Education. 2(2). 51-65. Retrieved from
http://web.ebscohost.com.ezproxy2.acu.edu.au/ehost/pdfviewer/pdfviewer?sid=63186a19-d62b4460-88ef-3fb4243e8761%40sessionmgr4&vid=2&hid=9
Cedar College. (2013). School Sports [digital image]. Retrieved from
http://www.cedarcollege.sa.edu.au/pssport.htm
Collins, O. (2005). Embedding ICT in Everyday practice in Physical Education: Application of Video
Analysis for Everyday Teaching and Learning. 4(2). 29-32. Retrieved from
http://education.exeter.ac.uk/research/pe_ict_event/presentations.htm
Dartfish. (2009). Dartfish: See. Learn. Suceed [Web Page]. Retrieved from
http://www.dartfish.com/en/education_software/physical-education.htm
Department of Education, Employment and Workplace Relations. (2011). Digital Education Revolution.
Retrieved from
http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/Pages/default.aspx
Hemara, N. (2009). New technologies and physical education. Journal of Physical Education New Zealand.
42(1), 12-14.
Jimoyiannis, A., Tsiotakis, P., Roussinos, D., & A, Siorenta. (2013). Preparing Teachers to integrate Web
2.0 in School Practice: Toward a Framework
for Pedagogy 2.0. Australian Journal of
Educational Technology. 29(2). P.248-267. Retrieved from
http://www.ascilite.org.au.ezproxy1.acu.edu.au/ajet/submission/index.php/AJET/article/view/157/55
Robinson J. (2013) PE Games [iPad Application]. Retrieved from https://itunes.apple.com/au/app/pe-gamesfree/id512979775?mt=8
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Rodriguez, G.S., & Monroy-Anton, A.J. (2011). The use of ICT in Physical Science Education. International
Journal of the Physical Sciences. 6(4). 944- 947. Retrieved from
http://www.academicjournals.org/ijps/PDF/pdf2011/18Feb/Rodr%C3%ADguez%20and%20Antón.p
df
Sanchis, B. (2013). iDocec [iPad application]. Retrieved from https://itunes.apple.com/au/app/idoceoteachers-assistant./id477120941?mt=8
Sarvani, S., and Clayton, J. (2009, March). A Conceptual model for the educational deployment or QR
Codes. Paper presented at Proceedings Ascilite, Auckland. Retrieved from
http://www.ascilite.org.au.ezproxy1.acu.edu.au/conferences/auckland09/procs/saravani.pdf
Spark. (2013). Physical Education (PE) Apps for Teachers. Retrieved from
http://www.sparkpe.org/blog/physical-education-pe-apps-for-teachers/
Stanescu, M., Stoicescu, M., and Ciolca, C. (2011, April). Computer use in Physical Education and Sport
Teaching. Paper presented at the 7th International Scientific Conference e-learning and software for
education, Bucharest. Abstract retrieve from
http://adlunap.ro/eLSE_publications/papers/2011/1755_2.pdf
Tearle, P., and Golder, G. (2008). The use of ICT in the teaching and learning of physical education in
compulsory education: how do we prepare the workforce of the future? European Journal of
Teacher Education. 31(1). 55–72. Retrieved from
http://www.tandfonline.com/doi/abs/10.1080/02619760701845016#.UiUxtc2rdto
TechSmith Corporation. (2013). Coach’s Eye [iPad application]. Retrieved from
https://itunes.apple.com/au/app/id472006138?mt=8
Thomas, A. & Stratton, G. (2006). What we are really doing with ICT in physical education: A national audit
of equipment, use, teacher attitudes, support, and training. British Journal of Educational
Technology, 37(4), 617-632. doi:10.1111/j.1467-8535.2006.00520.x