In this modern era filled with technological advancements, the way we interact and learn is evolving around technology. Today, it is hard to go anywhere and not see some sort of wearable technology in use. These devices are not limited to just social influence but can have a significant impact on learning outcomes in the education setting as well. As we know, building healthy habits from a young age is critical to developing healthy behaviors across a lifespan to increase performance, longevity, and well-being. Healthy behaviors include actions that have a positive influence on markers of health and wellness. Physical educators strive to positively influence their student’s health by promoting physical activity in various forms to build lasting habits and skills to thrive.
Pedometers are commonly used for tracking step count and accelerometers can add the ability to evaluate the intensity of movement as well. Physical educators can incorporate these new devices to bring a new perspective to comprehending physical activity in an innovative and quantifiable manner. There are many benefits to integrating tech use into the school curriculum but there are some things to consider as well. Data is data but what we do with it will ultimately depict what message is sent to the user. Although there is a negative association with obesity and markers of health, young people can begin to make false connections with having to look a certain way to be healthy. Also, some people view this method of data collection as invasive and are reluctant to participate in the new trend. We now know that there are some potential benefits and drawbacks to incorporating wearable technology, but now the question is, how is this actually being incorporated into the physical education curriculum and what are the perspectives of the teachers who are using it?
This study in the Greater NYC area collected data with 6 different public schools and 12 certified physical educators using interviews, observation, and classroom artifacts to determine teachers’ perceptions of incorporating digital technologies in PE and how they influenced pedagogical practices. These next sections represent the primary themes of digital technology in the physical education curriculum.
Seamless Integration
With the rise in technology and young students already having an attachment to their mobile devices, integrating technology into the curriculum was a seamless transition. The integration of digital technology was not a method of replacing the current lesson plans but rather an augmentation of their current objectives. Notably, however, the technology became a novelty and although the students embraced the addition of the devices, the enthusiasm wore off as time went on and the devices became part of their routine. Variation and excitement are key to sparking the interest of young students and keeping them motivated to participate.
Ideologies and Pedagogy
Teacher’s practices are typically shaped based on ideologies and experience instead of full on philosophies. This means that pedagogical decisions are influenced by context and come from various backgrounds. Many, however, are influenced by the central mission of SHAPE America to impact the health of young children through physical education. Finding innovative ways to educate and promote physical activity is at the heart of what many physical educators stand for. Using technology gave a unique way to comprehend the benefits of physical activity and allowed students to recognize the connection with their everyday lives. For example, this study noted a particular participant connecting the number of steps that they accumulated simply by going with their family to go pumpkin picking.
Barriers to Implementation
With every good idea comes barriers to implementation. In this study, the devices were accompanied by an online portal that would be visually inspected as part of instruction. Some teachers faced the challenge of having little experience with computer-based instruction and utilizing computers in the curriculum. Although the lack of experience was a potential barrier, most teachers embraced the changes and were willing to integrate technology into the classroom. Some issues reported may be noteworthy throughout general public-school environments. Firstly, the wealth of the school district along with available resources is a limiting factor to successfully integrating technology into education. Devices can be costly and training to be able to properly implement new strategies should be provided to allow for the highest likelihood of successful implementation. Lastly, parental control of device use and caution on privacy concerns should be understood as a challenge to bringing technology into the physical education curriculum.
Citation: Marttinen, R., Landi, D., Fredrick, R. N., & Silverman, S. (2019). Wearable digital technology in PE: Advantages, barriers, and teachers’ ideologies. Journal of Teaching in Physical Education, 39(2), 227-235. https://doi.org/10.1123/jtpe.2018-0240
You can also read the full article here for free: https://www.researchgate.net/publication/336079937_Wearable_Digital_Technology_in_PE_Advantages_Barriers_and_Teachers'_Ideologies