In my experience during teaching placement this year, I have seen technology used in many ways. IPhone Apps, video footage for game analysis, group presentations using PowerPoint, YouTube clips & ABC TV just to name a few.
The encouragement from the Victorian Curriculum Assessment Authority (VCAA) to use ICT when teaching any key learning area is justified since “tapping into material that many of our students are familiar with and have an affinity for, would seem a logical pedagogy in contemporary times” (Burrows, Hamlin, & Hemara, 2008, p.12). Students are very confident and engaged with technology such as internet, PowerPoint, YouTube etc., so why not embrace it for their learning (Burrows et al, 2008).
When using ICT however, it does need to be appropriate, kept simple and the purpose of the technologies clear at all times. This ensures PowerPoint does not become a “glorified overhead projector” and that technology will not replace the “human factor” in education (Burrows et al, 2008, p.14; Cote, Chen, & Keppel, 2008, p.61). An example of inappropriate use of ICT during my placement occurred when a video was shown to the class and there was no follow up discussion or application of the content seen. This resulted in the activity appearing to serve little purpose and no student learning was observable.
The Victorian Essential Learning Standards (VELS) explicitly states that ICT in Physical Education can be used to “capture still and moving images of sporting activities and edit and/or annotate them to explain skill development or tactics” (VCAA, 2006). This is specific to the VELS, as at level 3 students begin to use basic tactics and skills, but you would most likely utilise video analysis at levels 5 and 6 when students are participating in more complex individual and team tactics and skills in sport (VCAA, 2006). In relation to the primary ICT statement, this analysis enables students to create solutions to their sporting concerns and demonstrate their knowledge on strategic thinking and individual and team play. VELS also states that ICT can be used to “capture, track and analyse data about body growth, performance and fitness” (VCAA, 2006). Video footage is not only an accurate way in which the teacher can assess the students, but it also provides self-assessment for the learner (Burrows et al, 2008). They can watch themselves perform, followed by a discussion on their technique, which is great for visual learners. In terms of tracking students’ progress, the school I attended on placement had a software program which allowed all fitness, body composition and performance data to be collected, stored and analysed from year 7 through to 10.
The possibilities of ICT in physical education are endless, especially as new programs and technologies advance. It will just take a bit of exploration and commitment on the teacher’s behalf to bring out the true potential in ICT for student learning.
References
VCAA (2006). Health and physical education standards. Retrieved August 7, 2011 from http://vels.vcaa.vic.edu.au/vels/hpe.html
VCAA (2006). Information and communications technology – relationships with other domains. Retrieved August 7, 2011 from http://vels.vcaa.vic.edu.au/ict/relationships.html#show_hide7
Burrows, L., Hamlin, J., & Hemara, N. (2008). New technologies and physical education. Journal of Physical Education. New Zealand.
Cote, P., Chen, S., & Keppel, M.J., (2008). New perspectives in physical education: using online learning to promote critical thinking and collaborative skills. Asian Journal of Exercise & Sport Science, 5(1), 57-61
