Students' Perceptions of Technology Integration during the F.I.T. Unit

Autor/inn/en	Marttinen, Risto; Daum, David; Fredrick, Ray N.; Santiago, Joshua; Silverman, Stephen
Titel	Students' Perceptions of Technology Integration during the F.I.T. Unit
Quelle	In: Research Quarterly for Exercise and Sport, 90 (2019) 2, S.206-216 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marttinen, Risto)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-1367
DOI	10.1080/02701367.2019.1578328
Schlagwörter	Student Attitudes; Educational Technology; Technology Integration; Physical Fitness; Physical Education; Grade 6; Grade 7; Grade 8; Measurement Equipment; Barriers; Student Motivation; Physical Activity Level; Leisure Time; Homework; Cognitive Development + Suchen Sie Ihr Suchwort? Schülerverhalten; Unterrichtsmedien; Leistungsfähigkeit; Körpererziehung; Sportunterricht; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Messinstrument; Schulische Motivation; Freizeit; Hausaufgabe; Kognitive Entwicklung
Abstract	Purpose: This study sought to explore students' experiences of the Fitness Integrated with Technology (F.I.T.) unit and of their perceptions of using technology in physical education. Method: This manuscript is part of a larger mixed-methods study that measured student attitude and physical activity (PA) levels of 221 students in sixth, seventh, and eighth grades. Selected students (N = 13; seven girls) were observed and then interviewed after the unit through semistructured interviews. Students were identified based on their PA levels and attitude scores from a baseline measurement. The unit was designed to deliver fitness-based knowledge and used accelerometers as a tool to measure and teach students about PA. Results: Three themes emerged from the data analysis: (a) technology and problems implementing it, (b) homework in PE, and (c) potential motivational effects of technology. The lack of access to technology at home and the design and utility of the accelerometers were perceived barriers. Additionally, homework was not well received. The accelerometer seemed to have a motivational effect on increasing students' PA levels but wore off during the unit. Conclusions: Results demonstrate that the use of technology for some students was a motivating factor to increase PA, and the use of accelerometers was a welcomed addition for students. Some students, however, raised concerns with the integration of technology such as the bulkiness of the accelerometer, not being able to wear it at sporting events, a novelty effect, and lack of access to technology at home that limited their interaction with their accelerometer data. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01