Quality Physical Education (#CoolPE) and the use of digital technology to provide an inclusive learn

PY4055 Blog – Susan O’Donoghue 16167392

Quality Physical Education (#CoolPE) and the use of digital technology to provide an inclusive learning environment

Your experience on the topic on school placement

      Unfortunately, the school I completed my placement in was not very advanced with regards to digital technology. While there was projectors and white boards in all of the classrooms, none of the students had access to laptops or iPad's and there was only one computer room in the school. In the PE hall there was no technology at all, not even a sound system to use during dance, so I made do with a portable speaker. However, because I have never experienced using technology in a classroom I cannot say that not having it hindered me, although when I begin to imagine the ways in which technology could have enhanced an inclusive environment in my PE lessons, the opportunities seem endless! If I had access to digital technology I could have used it as a way of assessing students. Instead of using assessment cards students could have videoed each other doing the skills and analysed the video. On placement I also had students work in groups and document their progress in HRA each week on a poster, which they then presented at the end of the teaching block. Had the students had access to iPads they could have documented their progress online using videos, images and voice recordings. They also could have presented the information in many new and exciting ways at the end of the block instead of just using a poster presentation. This could be used to entice and engage the less sporty students as they could have been in charge of editing videos or presenting information, so that they were also included in the learning. It also could have made lessons so much more inclusive and enjoyable for the students with SEN in my classes.

Key messages from literature

The reality is, not all students enjoy PE. According to McCaughtry’s ‘unscientific rule’, only 50% of students actually enjoy PE. So how do we include the other 50% of students in the lesson who may dread the thought of PE and hate participating? Well, McCaughtry (2009) suggests that when students find something ‘cool’ they are far more likely to participate and enjoy it. But how do we make PE ‘cool’ for students who may not enjoy sport? When we take into consideration Millennials’ global interest in technologies, the best way to grab their attention and ensure their inclusion can be with digital tools (Hanski, 2016). Technology is a brilliant way of ensuring inclusion for all; the less sporty student, students who may be injured or students who may have SEN. Through the use of technology in PE lessons all of the aforementioned students can be included in an enjoyable and fun way. With regards to the inclusion of SEN students, research finds that the application of technology points at the integration of students with disabilities in mainstream physical education classes (Adrykhaev, 2016). Therefore, I believe gaining access to digital technologies in order to promote inclusion, particularly of students with SEN should be of paramount importance to schools.

What would you do going forward with regards to teaching practice (informed by literature)

In conclusion, I feel it is safe to say that technology is the way forward in creating an inclusive learning environment for all in Physical Education classes and I will be sure to find ways to improvise in future even when technological resources may be limited in a school. It is evident from the literature that having access to digital technologies can greatly enhance the experience of students with SEN in PE, which is very important if we are to promote inclusion. In my next teaching practice I will be sure to make use of digital technologies. While I may not have access to iPad’s, I can make use of computers and allow students to research PE related topics and to create videos or podcasts on their progress in PE as a means of assessment.

References

• Adyrkhaev S.G. (2016), ‘Modern technology of physical  education  of  disabled  students  in  conditions  of inclusive  education’.. Pedagogics, Psychology, Medical-biological Problems of Physical Training and Sports, 4-12, available: http://dx.doi.org/10.15561/18189172.2016.0101
• Hanski, M. (2016), ‘Gym Classes Go Digital: How Tech Changes Physical Education’ School Administration, 14^th July, available: https://blog.capterra.com/gym-classes-go-digital-how-tech-changes-physical-education/ [accessed 7 Feb 2019]
• McCaughtry, N. (2009), The Child and the Curriculum: Implications of Deweyan Philosophy in the Pursuit of “Cool” Physical Education for Children, in Housner, L. Metzler, M. Schempp, P. and Templin, T. eds. Historic Traditions and Future Directions of Research on Teaching and Teacher Education, Morgantown: Fitness Information Technology, 187-198