The document discusses technological literacy and the use of technology in physical education. It notes that while technology can provide benefits, expensive technologies often do not improve learning outcomes proportionate to their costs. Technological literacy involves understanding technology, how it works, and its impact. It also requires critical thinking skills. The document provides examples of how technology could be used in physical education classes, such as instructional videos for homework, but that proper classroom management is needed to reduce distractions. It outlines a profile for a technologically literate physical education teacher, emphasizing using technology for communication, assessment, and professional development.

1. Technological Literacy

2. Introduction
• Harry Keller, Editor of Science Education
stated, “technology in the classroom requires
important computer components such as
interactive white boards and iPads as well as
all sorts of computer software.
• Thus, school budgets have increasingly larger
technology components.

5. • However, these
expensive
technologies produce
no gains in learning or
gains not
commensurate with
expenditures.
Sometimes, learning
actually suffers.

7. • Literacy means the ability to read and write;
it’s been extended to mean knowledge or
competence in a particular area.
• “technological competence”
• technological literacy means the ability to
understand and evaluate technology.

8. • Because of the pervasiveness of technology,
an understanding of what technology is, how
it works, how it is created, how it shapes
society, and how society influences
technological development is critical to
informed citizenship.

10. • Technological literacy is also called digital
literacy, which refers to a person’s ability to
find and assimilate information online, to
successfully accomplish tasks using digital
tools, including the creation of new digital
documents, and to make judgments about the
content found online (Jones-Kavalier &
Flannigan, 2006).

11. • three major components, or dimensions:
knowledge, capabilities, and critical thinking
and decision making
• Approaches to Technological Literacy: 1. need
examine the design process and how it can
create solutions to problems 2. development
and production and how it can be used to
transform a product and 3. the use and
maintenance of the product.
• Technology can also create problems

12. Examples of Technology for
Physical Education

13. Flipping PE
• The "Flip" teaching model refers to a practice
where students watch videos at home as a
homework assignment. These videos are
invaluable to learning, as students of all learning
styles have the ability to watch the videos and
replay them as often as they would like to help
them best learn the material.
• When students come to class, they now have
some great background knowledge that can be
put in action with the teacher there to provide
more individual instruction and feedback.

14. • The "Flip" model originally referred to
"flipping" traditional teaching: lecture at
school followed by homework TO lecture at
home (videos) followed by "work" at school.
Flipping in PE class also allows PE teachers to
maximize activity-learning time, by showing
videos on longer demonstrations and
explanations as part of a homework
assignment, followed by in-school practice.
• http://theflippedgymnasium.com/node/4

16. Examples of Online Videos
• https://www.youtube.com/watch?v=Wm01C
WLT1KI

17. Trade-offs between benefits and costs
• One of the great benefits is learning how to
apply technology
• It is no longer sufficient to teach our students
how to decode information they find in a book or
how to write a paper using pen/paper or a word
processor. Students need to learn how to
research and communicate using existing and as-
of-yet unimagined digital technology, which
means that they need to learn more than “how to
use this application” – they need to learn how
to learn new applications.

18. • A low-tech correlation is the student of music;
a piano teacher strives to teach her students
how to play piano, not just a given set of
songs. A well-trained pianist can teach himself
to play any song within his range of ability,
and a well-trained 21st-century student can
teach herself to use any digital tool or
resource.
(http://k8baker.wordpress.com/2010/02/08/
what-is-technological-literacy/)

19. http://resultsbasededucation.com/pro
s-and-cons-of-technology-in-the-
classroom/
• Distraction - A con stated by some is the
distraction level contributed to the use of
technology. However, with proper classroom
management and monitoring distraction is
less than without the use of provided
technology, because if they aren’t using your
computer or devicethe students will be using
their own.

20. • Cheating - The same goes for cheating, with a
proper class attitude and setup, cheating can
be culled to a minimum, but this requires
effort. The amount of effort is no more than
the diligence required from before technology
was there in the first place.
• Being Social - The disconnect here from
reality is huge, technology bridges students
together in interactions that they would never
have done before. From randomly generating
teams, to group collaboration, technology is a
means to unite learners.

22. • Quality of their sources - This responsibility
falls on the backs of the teachers in the
classroom. You guide them to the correct
portion of the internet to find what they need,
not give them google and say good luck. Point
them to google scholar instead.
• Lesson planning is harder - You’re doing it
wrong. If anything with usage of technology
tools, you should have more information,
more insight to your students learning
progress than ever before.

23. • Equal access to resources - A $70 android
tablet reaches the same google as a $500
iPad. The waste is atrocious in education, and
there is nothing like slapping a beautiful
educational distribution of a free operating
system of your choice to make an old computer
blaze trails into learning

24. Profile for the Technology Literate
Physical Education teacher
• Find out the technology resources available at school,
plan activities so to best use the available resources for
teaching physical education activities to class. (1, 2 and
4)
• Plan the learning activities and use technology-based
devices such as heart rate monitors, pedometer, and
speed and distance monitors etc. to help students get
engaged in analysis, synthesis and interpretation. (1
and 3)
• Use technology for communication with parents, class
teachers and administrators.(5)
• Apply strictly the policies of privacy and security of
student’s data such as their personal, fitness, and
ability information. (6)

25. Sample of a teacher’s profile

26. • Appreciate student’s talent in use of technology
and sharing it with peer students, teachers and
parents. (2,3,5)
• Help students to learn to use technology for self
and peer- assessment such as clock, measuring
device, images audio and video. (4)
• Use technology for assessment to understand the
individual need and to differentiate in class for
better teaching/learning. (4)
• Use tools to collect data for the purpose of
planning and improvement in the performance of
students. (4)

27. • Use results from assessment measures (e.g. learner
profile, computer-based testing) to improve
instructional planning, management, and
implementation of learning strategies. 2,4
• Demonstrate and advocate for legal and ethical
behaviors among students, colleagues, and community
members regarding the use of technology and
information ( 5,6)
• Participate in technology-based collaboration as part
of continual and comprehensive professional growth
to stay abreast of new and emerging technology
resources that support enhanced learning for students
(5)
• http://www.coetail.com/aksharma/2012/02/27/profile
-for-technology-literate-physical-education-teacher/

28. • Need skills such as managing a personal
computer (Radi, 2002; Bartholomew, 2004;
Burger & Blignaut, 2004; Hoffman & Vance,
2005), using word processing, network browsers,
mail, and spreadsheet software, or understanding
an 179 operating system are what are most
usually subsumed under the label of computer
literacy. Because IT skills are closely tied to
today’s applications, the set of necessary skills
can be expected to change at about the same
rate that commercial IT changes, i.e., quite
rapidly.

29. • It has been noted that high schools play an
important role in providing students with
computer literacy and preparing them for the
global IT workforce (Csapo, 2002). Imparting
basic IT skills to students is essential in order for
them to function in academia, in the workforce,
and in everyday activities. With today’s
technological society, basic computer literacy is
emphasized in every institution’s requirements,
and is many times offered as a stand-alone core
competency, in addition to being integrated into
all other core curriculum content areas.

30. Top 5 problems of technology in
education by M. Havern
5. The crutch
• Students’ dependence on the Internet to answer questions
that some believe critical thinking has gone down the tube.
Spelling is no longer something tested if everything is
autocorrected and spell checked. This may be a larger issue
of technology on our memory and brain-strength, but if we
are using the Internet in schools, then kids are being taught
to use Google to answer all their questions and to
essentially, copy and paste their knowledge. Education
needs to figure out how to use technology in a way that
doesn’t replace knowledge, but reinforces it. Yet
for students with disabilities or language barriers, using
technology in the classroom can be less of a crutch and
more of a launch pad for understanding.

31. 4. The crash
• Before it was the dog ate the homework, now it’s the computer
crashed and “It was all done before it got erased!” But, this popular
excuse is used because it does happen. When using the computer
and all its glitches to create a project that requires hours of work, it
sometimes gets erased, doesn’t transfer over correctly, doesn’t
save, or for one human error or another is gone. Many technology
rookies have been in this position and curse at the computer that
has stolen hours. Some students struggle simply to complete work
that it seems unfair to put obstacles in their way, especially when
some students may not have programs or the technology at home
to become familiar with it. The problem with technology glitches is
also seen with online textbooks. Some students have issues
accessing textbooks at home if they don’t have a large enough
bandwidth. Other access problems to online materials can delay
students and put them behind in class. This is one of many reasons
to make sure your school has a stable, reliable cloud storage system
in place.

32. 3. The old-timer
• Some teachers do not utilize the technology they’ve
been given. They have been teaching for years and
don’t want to incorporate something new into their
time-tested lesson plans. Some schools are pushing
instructors to incorporate technology into their syllabi
and when it is poorly taught the technology is not used
at optimal level. Any teacher given high-tech programs
and expected to teach it in the classroom deserves
proper training, and sometimes it isn’t provided. But all
hope is not lost. We interviewed a few college
students, and they had some helpful input for teachers
to improve their use of technology in the classroom.

33. 2. The Facebook
• And Twitter, Instagram, Pinterest, YouTube, etcetera.
Putting a computer in front of a high school student
and expecting them NOT to go on Facebook or any
other distracting non-school related site is kind of a
joke. And it isn’t just the younger students that are in
danger of losing focus; even graduate students can
hardly help themselves to online distractions in the
classroom. When keeping students excited and
focused on the lesson at hand is one of the hardest
task a teacher faces, a computer can be one of the
most detrimental things to that student’s learning.
Unless, of course, they’re using Facebook for
collaboration.

34. 1. The Band-Aid
• The idea that technology can save education may have
some truth in it, but it may be problematic to treat all
our educational issues with technology. In
2007, Education Week reported on a major federal
study that found, “no difference in academic
achievement between students who used the
technology in their classrooms and youngsters who
used other methods.” If students aren’t proficient in
their studies to begin with and technology is used
incorrectly, a whole mess of problems could
arise. What’s wrong with the Band-Aid thinking is that
technology needs to be planned out into schools in a
very precise manner in order for it to be effective, and
to cover all of education’s problems in a Band-Aid may
further aggravate the issues.