Report: Technology Integration in the P.E. Dept. at the American School of Bombay.

July 3, 2011

Report When I look at tech integration at our school, and think about the yard stick that I would use to measure how well we are integrated or how far away we are from being effective integrators of technology within our curriculum, I want to reflect on Shabbi Luthras (Director R&D and Technology, American School of Bombay) comments while talking about ACOT and technology integration. She expressed that if lesson outcomes remain the same when you remove technology from your curriculum, then you really have not integrated technology, however, if after removing technology from your curriculum or activity, the lesson goals are not achieved and students do not have the same outcomes or benefits, then technology integration is real and effective. Even as I look at integration at our school, I want to zero in on integration within our department because I feel I am in a better position to comment on the physical education department and technology integration. The purpose of technology integration serves a wider purpose than just recording lap timings. Physical education in a Primary Years Program school should be more than just student participation in sports and games. The visional statement of the International Baccalaureate Organization scope and sequence doc, (2009) states that, Its purpose should be to develop a combination of transferable skills promoting physical, intellectual, emotional and social development; to encourage present and future choices that contribute to long-term healthy living; and to understand the cultural significance of physical activities for individuals and communities. (P.1) We also know that all learners dont learn the same way, which brings me to our use of varied learning environments to meet these needs. Therefore, in order to do so, our

Report: Technology Integration in the P.E. Dept. at the American School of Bombay.
July 3, 2011

department has been working on developing ideas and strategies based on the principles of the Universal Design for Learning (UDL). Research states that, these UDL Guidelines will assist curriculum developers (these may include teachers, publishers, and others) in designing

flexible curricula that reduce barriers to learning and provide robust learning supports to meet the needs of all learners. They will also help educators evaluate both new and existing curricula goals, media and materials, methods and assessments. (CAST, 2008 p. 4)

As a department, we are very cognizant of the value that technology plays in providing effective and varied learning environment for our students. There is a quote that not only reminds us of what we strive to adhere to, but also to help us reflect on our practice, take a step further is combining technology and differentiation to support student learning. As stated by Grace E. Smith, Stephanie (2007), the power of twodifferentiation instruction+ technology- will soon be apparent to teachers who successfully use technology in a differentiated environment. Technology is a highly motivating, interactive tool that can be used to personalize students instruction according to their learning styles, interests and readiness (p.13).

Having said that a few examples on technology integration to meet these goals are:
1.

Video playback as a formative assessment tool is used effectively across kindergarten to grade 12 to enhance performance. During each unit students are engaged in formative assessment activities where they perform a skill,

Report: Technology Integration in the P.E. Dept. at the American School of Bombay.
July 3, 2011

record their performance, watch their performances, measure it against an already prescribed rubric or exemplar, and then suggest modifications that they can make to improve their performances. If it was not for video playback they would not be able to view themselves and make adjustments to their performances. These video playback opportunities allow them to reflect on their performance and develop their critical thinking skills, their problem solving skills, and their communication skills; even as they peer assess work and offer feedback. Video playback provides a platform for them to develop their 21st century skills. During their swim unit students are shown exemplars of good performances. At the start of the unit they demonstrate their swim strokes, which are videoed so that they get an idea of where they are. Then they can view their performance and measure it against swim video exemplars of good performance. They then set goals and continue on their journey of learning. They can ask to be videoed if they want to critique their performance to see if they have improved. After watching themselves they can reflect, make adjustments and go back to practice. There is no other way that I see where students can reflect on their performance and make the necessary adjustments. Video playback enables them to do that, as well as allows them to take ownership for their learning and make the necessary adjustments.
2.

Fitness gram is used effectively to enhance the fitness program here at ASB. Our students are exposed to the fitness gram program, which gives them valuable statistical information about their fitness levels. The program once it is fed with the data provides them with immediate feedback of where they are

Report: Technology Integration in the P.E. Dept. at the American School of Bombay.
July 3, 2011

in the fitness and also offers suggestions as to how they can improve performances. The data that the fitness gram program provides allows students to self regulate their lifestyle even as they work closely with the information provided by the program. The uniqueness of the fitness gram program is that it is not programmed for the super athlete, but rather for a person who needs to be fit! The ability to self regulate their learning provides a platform for students to develop ICT literacy skills even as they develop their research skills using technology for sourcing appropriate and healthy diet programs. They also develop their critical thinking and problem solving skills as they communicate and collaborate with others on group projects on healthy lifestyle using Google docs. Though these group discussions can be done without technology, the logistics of working at anytime, anywhere, and being able to document information in real time while being tracking the contribution of each student and the group is priceless.
3.

At the kindergarten level students use Voki software to record their comments. We use this software because students at this level are not in a position to document all their evidence in a written format, neither are they able to write papers on their knowledge of a subject area, hence they use Voki. During our swim unit students demonstrate knowledge of safety standards and when I look at assessments, students knowledge being documented is vital for me as a teacher. Also Voki offers students the ability to hear themselves over and over again even when they are at home. The ability to hear themself talk about safety personalizes the learning for students and allows them the

Report: Technology Integration in the P.E. Dept. at the American School of Bombay.
July 3, 2011

opportunity to refresh their memories on safety. It also allows parents to know what their children are leaning about in school and can reinforce what is being taught. I have so many stories of students who come to me and tell me that they went to the pool at their club/hotel and they told their parents that they couldnt go into the pool because there was no lifeguard in the chair, even when the pool was a baby pool. The reason why they remembered what to do was because they listen to the pool rules all the time. Their parents have heard their children talk about it, they listen to it at home and everyone is talking about it, which only reinforces it. Again, this can happen without technology, however, the uniqueness that it presents is that its personal and documented.

At the fourth grade level I have used differentiated methods to assess student knowledge using Audacity and Voki for students who are slow readers and writers. While the rest of the class used paper and pencil to write down answers that tested their knowledge of a sport or skill, some of the students were allowed to use Voki and audacity to answer the same questions. The opportunity to use these softwares not only helped them to do it time effectively, but it also allowed them to produce better work and effectively represent what they really knew. It also freed me to walk around the room and not spend all my time with certain students reading out every word and helping them spell what they want to say. These technology tools really play a vital role in students expressing their knowledge. More information on using differentiation can be found

Report: Technology Integration in the P.E. Dept. at the American School of Bombay.
July 3, 2011

Another example is when the Physical Education department introduced the use of e portfolios for students from grade one to grade five. As a whole we are fairly efficient with exhibiting knowledge, communicating and collaborating with teachers, students and parents and technology enables us to do that. A few examples:

Email The Parent Ning The Portal Veracross Google docs Online libraries such as ERIC Resources on data

Even though I mentioned all the areas where we have integrated technology, I think that we can always do better at technology integration. As I reflect on the NETS for students (2008) and the NETS for teachers (2009), I recognize that there is so much scope to use technology within each unit of inquiry of the Primary Years Program and offer a better integration with each unit of inquiry. Using gaming technology, digital story-telling, collaborative learning with students overseas on shared topic using Google docs and other Web 2.0 tools can be better utilized to support better integration within each Unit of Inquiry. Technology integration is visible in many classrooms, but unless it becomes the bloodline within every unit of my curriculum, it is not fully integrated. If

Report: Technology Integration in the P.E. Dept. at the American School of Bombay.
July 3, 2011

technology is used effectively in only one division of our department and not across all divisions, our school is exposed to dislocated and isolated use of technology rather than true integration. Technology should be visible in all areas of the school, not just in pockets, or else students, teachers and administration are not experiencing true technological integration. A truly technology integrated school requires consistency in vision, purpose, usage and professional development opportunities including effective professional learning communities. If there is no consistency among staff and teaching practices in the learning environments for students, then we limit the potential of being a technology-integrated school. For technology to be meaningfully integrated in our departments and schools, we need to all buy-in, and we will need all hands on deck, starting with teachers and administrators.

Report: Technology Integration in the P.E. Dept. at the American School of Bombay.
July 3, 2011

References: CAST (2008). Universal design for learning guidelines version 1.0. Wakefield, MA: Author. International Baccalaureate Organization (2009), Personal, social and physical education scope and sequence. Cardiff, Wales. Antony Rowe Ltd, Chippenham, Wiltshire Smith, G, Throne, S (2007). Differentiation Instruction with Technology in K-5 Classrooms. Eugene; International Society for Technology and Education. Articles on Audacity and Voki retrieved on July 3, 2011: http://en.wikipedia.org/wiki/Audacity http://www.squidoo.com/voki Articles retrieved on July 3, 2011 from asbacademy.org includes: NETS for Students: National Educational Technology Standards for Students, Second Edition, 2007, ISTE (International Society for Technology in Education), www.iste.org. All rights reserved. NETS for Teachers: National Educational Technology Standards for Teachers, Second Edition 2008, ISTE (International Society for Technology in Education), www.iste.org. All rights reserved.