Running Head: Challenges Integrating Technology 1

Challenges Integrating Technology: Physical Education

Meghan Meschon

Professor Dr. Wong Ah Sun

ESEC 6605

17 April 2021
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Challenges Integrating Technology
Challenges Integrating Technology: Physical Education

Teachers could be debating why it is essential to integrate technology in the classroom.

The advantages stretch far and wide for both teachers and students. Linking technology into the

classroom can serve as a method for teachers to assist and improve learning, produce options to

connect with students, and inspire students to connect with knowledge in new and thrilling ways.

Students are supplied with new abilities as digital learners that have been linked to both

advanced academic performance with improved individual and professional achievement. This

is because of supportive leadership, clearly defined intentions, and responsive education on how

to use technology successfully and correctly. The benefits of integrating technology into the

classroom consist of enhanced student engagement, promoting communication and

collaboration, preparing students for life after graduation, linking students and teachers,

increased teaching results, and strengthening differentiated instruction.

Although technology is being applied more and more often in K-12 education, many

educators are still struggling with integrating it into their classrooms. Additionally, it could be of

inquiring if doing this is the right step for them. There is quite a bit of factors we ought to

consider like cost, comfort of use, continuing support for proper comprehension and

management. This will highly impact our decision of when, how, and if we should launch new

technology. Widespread disputes and concerns teachers encounter when integrating technology

with digital media in the classroom involve students mishandling technology, teacher knowledge

and professional growth, keeping students safe online, the expense of new technology, and

keeping up with modifications.

Technical advancements and products involving computers and network technology have

been developed quickly in society. This growth has entered in numerous aspects of community
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Challenges Integrating Technology
life; one of them is Physical Education. At the cognitive, affective, and psychomotor levels,

technology integration in the Physical Education program can also expand students' mental skills

and inspiration. Physical Education teachers need to create a learning environment that can

provide students learning goals that they can achieve using technological methods. It is a

challenge for schools and PE teachers to understand the benefits. Another issue is not all school

representatives recognize the significance of integrating technology into the learning

development. Physical Education teachers should attempt to incorporate technology within the

class by directing them to achieve greatness. The use of technology will also be a supplement

for teachers to be able to demonstrate the movement skills that will be learned through videos

that are presented on the screen. Both teachers and students will get more knowledge and make

it simpler to transmit information about the teaching materials being taught.

Still, when teachers use technology in the knowledge process, occasionally students are

not ready to receive it. The task for students remains in the amount of knowledge when checking

this for understanding. Many students might not fully comprehend the usage of this high-tech

learning method. This application when used in Physical Education will be accomplished if all

attributes such as teachers, students, and faculty to support one another. Even though the

benefits have been generally stated, schools that are not yet technologically educated frequently

do not offer technical devices that can assist the integration of technology into Physical

Education. One of these reasons is funding that is distributed by the school. Not all schools

have adequate expenditures for buying, maintaining, and renovating all the conditions for the

implementation of technology-based learning.

Additionally, the challenges that come from the students is directly overwhelming. Many

do not recognize how to expand the use of technology when it comes to Physical Education. For
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instance, most students only understand the use of their smartphones for social media objectives,

and not many of them maximize the use of these applications that are available like for physical

health and fitness requires. Benefit in this type of learning also varies from student’s physical

characteristics. Most male students have a decrease interest in using technology compared to

female students when it comes to partaking in any physical fitness app. Males appreciate

performing the task while females observe and research before getting involved.

Feedback to students regarding motor skill acquisition or sports game behavior can be

delivered instantly, right after the respective motor action, using video delay software. Freeware

software such as VLC Player and Kinovea provide this feature free of cost without the need to

buy expensive professional software that a regular school most likely cannot afford. Post-

processed and –edited video can also be distributed online via LMS or online video portals, even

putting students into the role of the editor. In the meantime, multiple apps have been developed

to master these feedback scenarios (e.g., BaM Video Delay, Coach’s Eye, Hudl) (Kretschmann,

2015a; Robinson, 2012). Using a digital camera, which may also be part of a tablet or integrated

in a laptop chassis, the respective screen in use may also serve as a digital mirror that provides a

live feed in real time of the student’s movements. Especially in physical education teaching

areas, mirrors for immediate self-feedback may be rare, so this extension of the original scenario

(Kretschmann, 2010) adds an additional dimension to technology-enhanced feedback in physical

education. e) Physical activity assessment: The idea of this pedagogical scenario is that students

wear mobile devices for physical activity assessment such as pedometers or heart rate monitors

in-class while actively participating in physical education. From a health promotion perspective,

monitoring students’ physical activity levels during physical education class may deliver

objective data on factual exertion for the student and for the teacher (Mears, 2012). The physical
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education teacher and also the students themselves therefore can control their physical and motor

efforts. Cumulated student physical activity data may as well give an insight into the overall

physical activity behavior outside physical education and school. As physical activity

measurement devices have drastically dropped in prices, they are very well a realistic application

for daily physical education classes