1. How can you use technology in the
classroom with physical activity?
By:
Kristina Tolley
Brittney Belote
Anna Davis
Kristen Heikkila
2. Technology Philosophy Statement
We think that this day in age technology is essential starting with our
earliest ages. In a society moving so quickly towards technology
devices, we as teachers NEED to provide our class with
developmentally appropriate technology. It is a great way to meet
different needs in the classroom, and is also very engaging for children.
We also believe that is it important that teachers are trained and are
knowledgeable about proper technology use in their classroom, and
don’t use technology as a distraction or entertainer.
3. What is technology in the classroom?
Standards for technology:
GLE 1.2.1 Communicate and collaborate to learn with
others - Participate in online projects as a class
GLE 1.3.1 Identify and define authentic problems and
significant questions for investigation and plan strategies
to guide inquiry. -Record questions using digital tools
with assistance.
GLE 1.3.2 Locate and organize information from a
variety of sources and media -gather information using
teacher-selected digital resources
Any assistive tool that can teach to different
skills at variable learning levels, that is not
human and runs on electricity and or
batteries.
Examples Include:
• Computers
• iPad
• Tablets
• Smart Boards
• CD Players / Tape Players
• Pedometer
• Heart Rate Monitor
4. Health and Fitness Competencies
9.C Health and Fitness. The candidate understands comprehensive health and fitness education of children from birth
through grade three which include the dimensions of wellness, such as physical, emotional, and social well-being
contributing to a healthy lifestyle.
9.C.2 Demonstrate general understanding of basic motor skills, rhythms, physical activities, and physical fitness.
9.C.3 Understand the effects of health and fitness choices and habits on quality of life.
9.C.4 Demonstrate basic understanding of safety, legal issues, and risk management related to instructional
practice in health and fitness.
9.C.4 A Prepare a safe environment to enhance physical and emotional health in physical activity.
9.C.6 Demonstrate general understanding of the implications for movement, health and fitness instruction, and
development of healthy habits of physical, cognitive, and perceptual exceptionalities.
9.C.6 A Demonstrate ability to access resources for adapting curriculum to individual student needs such as
developmentally appropriate motor skills.
9.C.6 B Demonstrate ability to access resources for adapting instruction to the setting such as classroom,
gymnasium, and playground.
9.C.7 Demonstrate basic knowledge of current trends in technology in the classroom setting (e.g., pedometers,
apps, and active gaming trends).
9.C.8 Demonstrate a basic understanding of the Washington Health and Fitness State Learning Standards.
9.C.8 A Recognize strategies to connect Common Core State Standards into health and fitness.
9.C.8 B Identify resources available on the OSPI health and fitness web site.
5. -young children form healthy habits early in life.
-ideal time for acquiring fundamental movement
skills because it is during this unique period that
children build the basic movement abilities that
are the foundation for learning more complex
movement skills later in life.
-motor skills do not mature on their own, they
must be practiced
-children who feel good about their movement
abilities are less likely to become sedentary later
in life.
-lack of physical activity is a risk factor to many
health problems such as high blood pressure,
weight gain, excess body fat, bad cholesterol,
respiratory difficulties
-In the last 10 years or so, it has been become
evident that many young children do not
participate in sufficient physical activity to remain
healthy.
-once they are able to walk, they spend too much
of their time sedentary (time seated, not active),
and not enough time in moderate to vigorous
activity.
-research shows that young children tend to be
more active if their parents participate in physical
activity and are active with them, and if they
spend more time outside.
-infants, toddlers, and preschoolers should not be
sedentary, restrained, or kept inactive for longer
than an hour at a time, with the exception of
sleeping.
-training to staff to incorporate movement into the
standard childcare and kindergarten curriculum
appears to be effective in increasing physical
activity levels during the preschool day.
The Role of Physical Health and Activity
in Early Childhood
6. Adventure to
Fitness
Children’s educational fitness resource that
includes videos, activities, and recipes that
can be used in the classroom or at home
Used by over 100,000 teachers for
$9.99/month
Adventure to Fitness
Website
http://adventuretofitnes
s.com/kids-and-parents
Adventure to Fitness
Video
http://www.youtube.com
/watch?v=fzNTYQGCtVI
Unlimited access to ten 30 minute episodes
per month
7. Results of Exercise in the Classroom
• In one study, a teacher included 2 weekly bouts of 20
minute exercise while teaching reading and math
• At the end of a 4 week trial, students went up a full letter
grade
• They were able to concentrate/work for longer periods of
time without interruption
• Approved attendance and 67% drop in disciplinary
problems
www.fintessblender.com
8. Brain Breaks
o What are they?
• Short physical activity challenges lasting from 1 to 20 minutes
o Why are they important for classroom use?
• Improves concentration and on-task behavior
• Improves physical activity which in turn improves overall health
o When can they be given?
• At any point during the day when children need to refocus or seem restless
• They can also be used as a reward
o How can technology be incorporated into brain breaks?
• YouTube videos
• Physically interactive video games
• Music players
10. Heart Rate
Activity
This activity could be used for
students to have a visual and
experiment with their heart rates.
They can check their heart rates
while resting, with moderate
exercise and at a high rate of
exercise. They can track their
results on a graph to see how their
heart rate goes up and down.
11. Pedometer Activity
This activity could be used for
students to see how many step they
take each day. They can also make
notes as to what activities they
performed. At the end of the week
they would be able to see the
difference between each day and
better understand why some days had
more steps taken then other days.
