The Use of Information and Communication Technology in Physical Education in the United States

AbstractThe integration of technology in learning has been seen different Information Communication Technology techniques being used in various subjects. However, the use of technology in Physical Education has not been given much attention as compared to the other subjects, especially in elementary schools. While the focus of PE is to ensure that students understand the benefits of active and healthy life, the manner in which the instructions are being delivered has a direct influence on students understanding and future behaviors. Moreover, safety, positive attitude, and responsible behaviors are part of the expectations within a PE framework. The use of ICT has become a common practice in PE. When the picture is narrowed down to the elementary level, then the question regarding how quality and effectiveness could be guaranteed emerges. The objective of this research was to determine how ICT is used in PE in elementary schools in the United States. The qualitative study carried a secondary data assessment to determine the types of technologies being used, the challenges associated with this technologies, policy and curriculum implication, and the future consideration associated with the use of ICT in PE. The study found out that the extent to which ICT is integrated into elementary PE is still limited challenges such as resources, inappropriate policies, inadequate training, and lack of leadership and support affect the extent to which ICT is integrated into elementary PE.

Chapter 1: Introduction to the StudyChapter SummaryIn this section of the paper, the introduction dimensions of the study have been outlined. The section provides the background of this research, which includes the fundamental aspects associated with the use of technology in physical education. The chapter describes the problem under investigation and seeks to establish the justification. The justification section highlights why the topic of the study is relevant in the current scholarly evaluation in education. The introductory section also presents an overview of the theoretical framework that defines this research. Furthermore, the objectives associated with this paper have been described in this section. The chapter ends with an outline of the structure and outline of the entire study.

Background of the StudyThe education system in the United States and the use of Information Communication Technology (ICT) is a common characteristic that is depicted across different dimensions of teacher education. According to Kirk (2010), the embedment of technology in education is a common practice and defines the culture of learning in the United States. The onset of ICT implementations in education dates back to the beginning of teaching machines allowing the programming of behavior-based learning to enhance the process of instruction delivery. While evaluating the trends associated with the incorporation of technology in learning processes, Siedentop (2002) noted that the magnitude of changes and innovation characterizing education system in the United States were significant but could not be compared to those witnessed in commerce and industrialization. The scholars also ascertained that the innovative culture characterizing education was scattered and lacked a general trend. Apple Classrooms of Tomorrow (ACOT) was identified as one of the most significant achievements of its time. Nevertheless, advancements in learning and teaching have seen more changes being implemented. The decision to include ICT in education has been based on the need for efficiency, adaptability, and quality. Therefore, over the years, new methods have been discovered, and applications and tools meant to improve outcomes have been included in teaching and learning.

With the onset of technology, including ICT in education will always be associated with several challenges, which will require comprehensive analysis to guarantee the desired results. For example, the task force noted that the lack of sufficient time to learn how these technologies could be used in education could affect the level to which they will be aligned to the curriculum expectations. On the other hand, using ICT in learning and instruction delivery will require a change in educator and teacher training to ensure they are prepared to fit in the changing classrooms. While other limitations have evolved over the years, the lack of a system that recognizes the centricity of ICT skills in learning through appropriate rewards and incentives could remain a significant challenge. Drawbacks to ICT-based learning is not only a problem depicted in the United States system but also other states such as the United Kingdom, and other developed states have witnessed several hurdles when seeking to implement ICT in teaching and learning. However, the use of frameworks that guarantee effective preparation of educators to be in a position of identifying, studying, and disseminating appropriate technologies has been the approach towards mitigating the existing challenges.

One of the critical areas of education that have been characterized by the implementation and incorporation of ICT innovations is in teaching Physical Education (PE). Physical Education is a dynamic component of learning and is equality impacted by the changes in technology. The current shift to a dynamic approach to physical activity has taken the center-stage in the United States and across the globe. The desire to achieve the best outcomes in line with the role of Physical Education as a component of learning has contributed to the development of programs that articulate the tenets of teaching PE. Looking beyond the importance of physical activity to devise an approach to motivating the learners and seeking a more rewarding experience has become part of PE goals. Muscular stability, reducing the level of blood lipids and blood pressure, mitigating obesity, and enhancing mental activity are some of the expected outcomes. However, achieving these goals requires a comprehensive approach to instruction delivery and exercising. ICT has been used to improve performance evaluation in PE by documenting data to establish patterns and assess deviations.

Several technologies have been developed to improve the success of PE. Electronic motion sensors are now used to establish the frequency as well as the intensity of movement during physical activity. The success has been because of the accelerometers that are fitted with motion sensors. For example, the Caltrac Accelerometer could depict changes in frequency for moving objects; however, it has been replaced by the Tritrac-R3D monitor that comes with more functionality for learning. Lawson (2010) noted that the use of th...