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A fantastic digital resource that gets students' heads out of the text book and up on the big screen. An excellent formative assessment tool to check for student comprehension. Students can play as individuals or team up, with the competitive nature of the game the big draw card for most students.

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Kahoot!'s new student passes are a one-way ticket to take students from players to creators! Empower your students to engage in active learning with the tools they need to create and host kahoots that demonstrate their learning to the whole class.

With student passes your class will have access to:

The full functionality of the Kahoot! creator to make fun and engaging kahoots for their peers

Award-winning learning apps from Poio and DragonBox to master everything from the basics of reading and numeracy to algebra, geometry, and even chess

Premium Kahoot! features including exclusive question types like brainstorm, type answer, and puzzles, plus creation tools to create advanced slide layouts with our premium image library

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Make your students the hosts of their own learning experiences

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A student-centered learning platform and content hub designed to help students to take an active role in their education through powerful play

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Padlet For Teachers: The Best Tips, Tricks, and Ideas For Your Classroom.

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Padlet provides a safe, teacher-monitored environment within which students can collaborate as they work together to create a visual mind map full of hyperlinked resources to share their learning process. Students can comment, like and share each others work and multiple authors allows for true peer collaboration to create the finished product.

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Meaningful ways for teachers and students to collaborate online are more important than ever. That's why so many educators love Padlet, a digital bulletin board tool. It gives teachers, students, and even parents an easy way to share ideas, review work, and a whole lot more. Wondering what it's all about? Here's our guide to Padlet for teachers, including plenty of clever ways to use it with your students.

What is Padlet?

Think of Padlet as an online bulletin board, but with a lot of things a regular bulletin board could never do. Users can post text, images, videos, files, links ... basically anything digital. Others can see the postings, as well as comment or vote on them if the board owner allows. You can customize each Padlet by changing the background, layout, font, and color scheme.

One of the best things about Padlet for teachers is how very easy it is to use, even for young students. It works on computers and laptops, plus devices like Chromebooks, iPads, or smartphones. Perhaps most importantly, teachers can control whether contributions have students' names on them or are made anonymously. This empowers students who might otherwise feel too timid to share. You can also decide whether or not to allow comments or ratings and even require approval before posting or filter out profanity.

Is Padlet free?

Padlet's free version for all users allows you to create up to three Padlet boards at a time. You can erase and create new ones to stay under the limit. This is a good option for teachers who only plan to use it occasionally or who want to give it a try to see if it works for them.

If you decide you're willing to pay for an upgrade, there are two options. You can sign up for a Pro account, which offers unlimited Padlets and removes upload limits. Individual Pro accounts currently cost $8/month.

Padlet also offers Backpack for Schools, a bulk pricing plan that gives schools more privacy options, extra security, student portfolios, and more. Learn more about Backpack here.

15 Cool Ways to Use Padlet for Teachers

Ready to give it a try? There are so many ways to use Padlet for teachers and students. Here are some of the best ideas we've found to inspire you.

1. Remake existing Padlets as templates

If you come across a Padlet made by someone else that you really like, you can copy it to your own account and use it as a template. You can choose to copy the posts too, or just grab the layout to get you started. It's as simple as clicking the Remake button, then choosing what you want to copy over. The new Padlet will appear on your account, and you're ready to go! Want to make your own templates? Visit Guiding on the Side for a walk-through.

2. Collaborate and organize

Imagine you've asked your class to research a topic, with each student contributing several facts. In a hands-on classroom, you might have each student write their fact on a sticky note and add it to a whiteboard. Then, together with your class, you could organize those facts by moving the notes into columns. You can do the same with Padlet, but your "sticky notes" can contain photos, graphs, videos and audio, article links, and anything else that might be useful.

On the board above, students have contributed facts about E.T.A. Hoffman, author of The Nutcracker story, as well as information about the ballet. Here's the same board organized into columns, with posts sorted by subject. Learn how to change Padlet layouts here.

You can organize information in other ways, too, like timelines and flowcharts. The Techie Teacher has free graphic organizer Padlet templates you can re-make for your students here.

3. Get to know each other

Padlet is perfect for icebreaker activities. Ask students to share what they have in common or share an image of their favorite study space. You could even ask each student to create their own Padlet, sharing some of their favorite things. Learn how one teacher uses Padlet for a Selfie Icebreaker at Dr. Catlin Tucker.

4. Create a timeline

Padlet has a timeline feature built right in as one of their organizational options. How cool is that? Use it for history class, tracing scientific eras or evolutions, or even to map out the order of events in a book for English class. Wherever a timeline comes in handy, Padlet has you covered. Learn more about timelines here.

5. Get feedback with exit tickets

Exit tickets are a fantastic way to find out what your students learned in class and where they may still need some help. Lots of teachers have kids write their answers to a reflection question on a sticky note and post it by the door on the way out. If you're teaching online, or want to incorporate some technology, use Padlet instead.

6. Display student work

Teachers are no longer limited to displaying student work on a classroom bulletin board or in the hallway nearby. Since Padlets are easy to share, parents can drop in and see what their kids have been working on. See how The Techie Playground does it here.

7. Keep track of who needs help

One teacher likes to use Padlet to see who needs help during independent work. Kids simply add their name to the list to indicate they need a minute of the teacher's time. They can see how many kids are ahead of them, and no one is forgotten in the shuffle. Learn more at Stefbub's Classroom.

8. Hold a debate

Classroom discussion and debate can be difficult when you're teaching online. Even in person, there's rarely enough time for everyone's opinion to be heard. Try taking the debate online instead, like this Padlet from Teach Every Day. Post a question, then have students choose a side and gather resources about it. As students review the information posted by others, they can share their own thoughts and ask further questions. This is also an excellent way to help kids learn to have civil conversations online, even when they don't agree on the subject.

9. Have a scavenger hunt

Everyone loves a scavenger hunt! Set up a Padlet with columns, titling each with something your students need to find. Use a scavenger hunt for team building, or create a hunt that helps students learn more about a class subject. Make a field trip more meaningful (even a virtual one!) by asking kids to post pictures that meet certain criteria. Learning the alphabet with your littles? Have them take photos of items around them that start with each letter. There's so much you can do with this smart Padlet for teachers idea!

10. Set up a bookshelf

Use Padlet to make book recommendations or keep track of what students are reading. Recommendations by teachers or other students will help parents and kids find new reads to love. Ask kids to rate and comment on the books they're reading for class and include their own personal choices too.

11. Make a map

Padlet's map feature makes it a breeze to create a collaborative map for your students to use. Choose from a variety of styles, including satellite views. Add points to the map, along with information like links, photos, and more. Learn more about the map function from Free Technology For Teachers.

12. Conduct a writers' workshop

Writers' workshops help students develop their own skills and learn from others. One teacher has taken her writing workshops online, using Padlet to help her young writers see strong examples from their classmates while improving their own efforts. See how it's done at Mud and Ink Teaching.

13. Use Padlet Backchannel for discussions

Padlet's Backchannel feature makes it easy to have a discussion during another activity, like watching a film or listening to a presentation. It works just like a regular Padlet, but a text box at the bottom simplifies the process, allowing users to quickly type and send, just like in other chat programs. You can still add other items like links, images, or videos, too. Learn more about Backchannel from Richard Byrne on YouTube.

14. Assign lessons or homework

Use Padlet to keep all of your homework assignments for the week in one place, or lay out the daily lessons for a virtual classroom. You can link to videos, online games, and other resources, or create assignments directly in Padlet, like responding to reading questions. Students or parents can post questions to the assignments as needed, too. Learn how one teacher does it at Elementary Grapevine.

15. Take a poll

By enabling the voting feature, you can easily take a poll or survey for just about anything. Choose your next class reward, find out which book your students loved the most, or ask them which problem was the most difficult on last night's math homework. There are so many possibilities!

How do you use Padlet? Share in the comments!

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Padlet For Teachers: The Best Tips, Tricks, and Ideas For Your Classroom

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Wondering how to use this cool online bulletin board tool in your classroom? We've got everything you need to know about Padlet for teachers.

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Forget what you thought you knew about Minecraft. Introducing the EDUCATION EDITION

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Forget what you thought you knew about Minecraft. Introducing the EDUCATION EDITION

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A fantastic way to incorporate game-based learning into the classroom. Minecraft (Education Edition) provides teachers with lesson templates and downloads to create interactive and collaborative learning environments for students.

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The Minecraft: Education Edition website offers lesson plans and downloadable worlds to help teachers integrate the game into the classroom. There's also a Minecraft Professional Learning Community. Here you can connect with other educators, submit and share lesson plans, save your favorite resources, participate in discussions, and earn badges. When planning a lesson, be sure to take advantage of the teacher controls: You have the ability to select the type of biome and make changes within that biome, such as time and weather. Once in the game world, you can also teleport students who have roamed from the project or have gotten lost. Use the game's best feature -- the ability to communicate directly with students -- to send messages to the whole class or to individuals as needed.

Lessons are really only limited by your creativity. In Social Studies, students could work in small groups and create an Iroquois village. Math classes might use the game to learn about area and perimeter by creating a house, garden, and pool -- and supplying the correct dimensions. Whether you need technical tips or great ideas to enhance learning, ask your students; they'll be your most valuable resource.

Continue reading Show less

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Minecraft: Education Edition Review for Teachers | Common Sense Education

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The Minecraft: Education Edition website offers lesson plans and downloadable worlds to help teachers integrate the game into the classroom. There's also a Minecraft Professional Learning Community. Here you can connect with other educators, submit and share lesson plans, save your favorite resources, participate in discussions, and earn badges.

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A free collaborative resource students can use as a reflection tool, a learning journal or digital display of work. The interactive nature of blogs allows students to share their direct link with other 'bloggers' and engage with shared content. Students can build interpersonal skills through engaging with other bloggers by commenting on their threads. The reply feature allows for linked communication.

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Blogger.com - Create a unique and beautiful blog easily.

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Publish your passions your way. Whether you'd like to share your knowledge, experiences or the latest news, create a unique and beautiful blog.

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A great conceptual tool to guide the integration of digital technologies into the classroom. Built upon 4 tiers of integration, the SAMR model provides a point of reference to to guide suitable learning activities specific to the learning outcomes.

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Good technology integration isn't about using the fanciest tool, it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

The biggest obstacle to teaching online probably isn't the technology. Teachers seek out educational technology, in fact, because it "can have considerable positive impacts on student performance," according to a 2016 study -improving test scores and allowing teachers to assess student achievement more efficiently. The big problem is how to integrate it: Beyond the sheer number of tech tools available, the same researchers identified "inadequate professional development and training" as the primary obstacle to using technology productively in classrooms.

Understandably, the emergence of the coronavirus has dramatically accelerated the process of integrating edtech, as educators around the country race to get online as fast as they can. But as many of our teachers have noted, the current state of K-12 online learning is more like triage-a form of crisis management-and not at all like skillfully managed distance education.

What's missing from the conversation right now, which makes sense given the immediacy of the need, is a focus on the bigger question of what the highest quality technology integration actually looks like. That's an important conversation to have, because in a post-coronavirus world there's likely to be a greater emphasis on digital learning, even as we return to physical schools and take advantage of face-to-face opportunities.

A Hierarchy of Tech Uses

A powerful conceptual tool to think about technology integration-and edtech's best uses-is the SAMR model, developed in 2010 by education researcher Ruben Puentedura, who was the 1991 recipient of a Phi Beta Kappa teaching award.

The SAMR model lays out four tiers of online learning, presented roughly in order of their sophistication and transformative power: substitution, augmentation, modification, and r edefinition. When switching to an online format, teachers often focus on the first two levels, which involve replacing traditional materials with digital ones: converting lessons and worksheets into PDFs and posting them online, or recording lectures on video and making them available for asynchronous learning, for example.
Creative Commons
Those are important steps, especially when teaching online for the first time, but in classrooms where tech integration has moved to the mastery level, the last two levels of the SAMR model-modification and redefinition-should also be in the mix. Students in classes where this kind of mastery is embedded find more novel and immersive uses for technology. They are creators and publishers of their own work across multiple forms of media, for example, or they are inviting professionals to provide feedback on their work products, or participating in digital forums with other peers around the world.

It's tempting to think of SAMR as a mountain to be summited. But good technology integration isn't about living at the top of the SAMR model; it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

Here's a closer look at good classroom practices at each level in the model:

Substitution

"Substitution" means replacing traditional activities and materials-like in-class lectures or paper worksheets-with digital versions. There is no substantial change to the content, just the way that it is delivered.

The goal here is to keep things simple: there's no need to reinvent the wheel. Scan your lessons and worksheets, convert them into PDFs, and post them online using Microsoft OneDrive, Google Drive, or a similar file-sharing service. Think about the information you have on your walls, such as the classroom norms, the daily schedule, or vocabulary lists, and convert them into digital formats that students can easily reference.

It may also help to provide synchronous as well as asynchronous versions of your lectures. If you're holding class meetings over a videoconferencing service like Zoom or Skype, provide a recording for students who can't attend. You can also create your own instructional videos for students to view at their own pace.

Augmentation

This level involves incorporating interactive digital enhancements and elements like comments, hyperlinks, or multimedia. The content remains unchanged, but students can now take advantage of digital features to enhance the lesson.

For example, students can create digital portfolios to create multimedia presentations, giving them more options to demonstrate their understanding of a topic. And instead of handing out paper quizzes, you can gamify your quizzes with tools like Socrative and Kahoot.

Teachers can also create virtual bulletin boards-using an app like Padlet -where students can post questions, links, and pictures.

Modification

At this level, teachers can think about using a learning management system like Google Classroom, Moodle, Schoology, or Canvas to handle the logistical aspects of running a classroom, like tracking grades, messaging students, creating a calendar, and posting assignments.

Teaching online opens up new channels of communication, many of which can help students who have traditionally been marginalized. Research shows that girls may be less likely to speak up in class, for example, so they may benefit from backchannels -alternative conversations that can run alongside instruction-that encourage participation.

Zoom's text chat feature, meanwhile, gives students an opportunity to write their questions out, which can feel less intrusive if there are dozens of students participating in the call. Also, students who prefer to collect their thoughts may benefit from slower-paced, asynchronous discussions in an online forum or email threads.

Redefinition

Learning is fundamentally transformed at the "redefinition" level, enabling activities that were previously impossible in the classroom.

For example, virtual pen pals can connect students to other parts of the world, whether it's with other students or experts in a field. Virtual field trips enable students to visit locations like the Amazon rainforest, the Louvre, or the Egyptian pyramids. After reading a book in class, you can invite the author to chat about their work and answer questions.

Technology also provides an opportunity to bring authentic audiences into your virtual classroom, and can make publishers out of your students. Kids can write their own wikis or blogs for public consumption and feedback-and platforms like Quadblogging can connect distant classrooms together so students both write and respond. Students can tackle local problems-like investigating the water quality of a nearby river-and invite members of the community to assess their digital proposals.

Going Beyond SAMR

Finally, consider how technology can be used not just as a way to deliver content, but also to strengthen relationships with your students. For elementary school teacher John Thomas, Seesaw and Flipgrid allow him to share a daily greeting, which his students then respond to-or to each other-with a typed or voiced comment. It's a good way to provide some stability while they're isolated.

How can my lesson be improved using technology?

How can I engage and empower students through technology?

How can online learning more closely resemble authentic, real-world learning?

Remember, again, that SAMR is sometimes thought of as a mountain to summit, but it's really more like a toolbox. The goal isn't to use the most sophisticated tool, but to find the right one for the job. More importantly, however, it's a way to reflect on your technology integration by thinking about a few key questions:

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A Powerful Model for Understanding Good Tech Integration

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Good technology integration isn't about using the fanciest tool, it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

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How to Apply the SAMR Model with creator Ruben Puentedura

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How to Apply the SAMR Model with creator Ruben Puentedura

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How to Apply the SAMR Model with Ruben Puentedura

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Using ICT in Health and Physical Education	

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Using ICT in Health and Physical Education	

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An informative read about the benefits of incorporating ICT into the HPE classroom.

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Using ICT in Health and Physical Education

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Introduction:
As we move into the 21st century,educators are curious about how the developments and progressions will effect them in their profession. The reality for us as educational professionals is that "like it or not" technology will have a major influence on our professional teaching practices, values and pedagogy. (Tinning & McGuaig 2006) The influence of technology and ICT requires us as teachers to re think and re define the "nature of education" and the learning process. (Tinning & McGuiag 2006) As teachers we are educating future generations, who have technology and resources readily available to them in their everyday lives. We therefore need to acknowledge that technology cannot be ignored and make the conscious choice to be positive and proactive, rather than resist change simply because we are not well educated and well informed about teaching with technology.

Potential benefits of using ICT in an educational setting:

Hayes (2007) places strong arguments for the use of ICT applications, and states that they are "a means of creating a powerful learning environment

Hayes (2007) argues that "new forms" of learning and teaching allow students to seek and deal with knowledge and information in an active and more constructive way. This meaning that students are able to take on a more active role in their learning process and become more independent with the use of technology.

Hayes (2007) states that teachers using ICT were able to design and implement more individualised and student centred learning programs.

What does this mean for physical education teachers??
As educators of physical education, we need to engage in effective preparation for the implementation of ICT. We need to acknowledge that technology is an integral part of life and will become increasingly so in the future. (Meldrum & Peters 2012) Therefore self awareness and education about ICT is very important.
We need to develop "appropriate ways to implement technology influenced lessons" (Journal of Physical Education and Dance 2011) in a physical education setting, that is in accordance to the curriculum and our pedagogies as educators.

Furthermore, physical education teachers are beginning to be expected to know " how computers and technological devices can contribute to; data collection, skill analysis, assessment of learning and evaluation of health related physical fitness. " (Journal of Physical Education and Dance 2011) Meaning that we are expected by our schools and by our students to be experts in using technology in P.E.

However in saying this, it is important to note that although there are many new advances in technology, physical educators have been exploring "implementation of various technologies in physical education and sport for a long time" (Hayes 2007) Therefore technology in sport is not a new and sophisticated and scary idea, rather it is a response to the social and cultural change in our world.

Using technology e.g.: video recording, allows for immediate feedback about student performance. This gives children positive reinforcement as they are engaging in a task and improves motivation. (Metzler 2011)

Can be used to model or demonstrate what you are teaching. Therefore it acts as a great teaching tool for learning new skills and enabling your students to reach the "mastery phase" of skill development. (Meldrum, K., & Peters, J. 2012)

Technology can be used to gather, store and analyse information. Many physical education teachers are now using tablets, smart phones and laptops to enter assessments and store assessment data (Metzler 2011)

Technology can be used to inspire students, as it allows students to be engaged with sport and physical activity in a new and different way.

Finally it can be used to inform and educate your students about health, physical education and sport.

Did you Know Facts about ICT in Physical Education...

Did you know that it is suggested that "the most pervasive change in sport over the past century, is the use of technology" - Journal of Teaching Pedagogy and Education (2013)

Did you know that the utility, purpose and benefits of technology in elite sport is unquestioned. However in ares of physical education, the use of technology is limited and is mostly used for administrative purposes such as monitoring attendance and assessment and reporting. (Journal of Teaching Pedagogy and Education 2013)

Did you know that from a research perspective, studies that have shown that when teachers incorporate certain forms of ICT (wikis, webs, i-pads etc...) into their health and physical education curriculum, there have been increases in student motivation and knowledge acquisition. (Journal of Teaching Pedagogy and Education 2013)

Did you know that studies have shown that when students are learning new skills, their execution of this skill was best improved through the teacher feedback on a students video performance. (Journal of Teaching Pedagogy and Education 2013)

Did you know that the technology choices made by a teacher are highly influenced by their "thinking and pedogogic beliefs" (Journal of Teaching Pedagogy and Education 2013 Volume 20 p175 )

How is ICT beneficial in the P.E Classroom?
We need more Physical Education in Schools [Youtube Clip] Retrieved from: https://www.youtube.com/watch?v=rrLne6YVaBQ

TESTIMONIALS FROM TEACHERS...
"I use I-Pads on an almost daily basis as a tool for my classroom reporter. It allows students to record their own learning and the learning of others, this is a really great tool for reflection and assessment"
Mrs Thompson- Grade 1/2 Generalist Teacher (Kalista Primary School)

"Considering our rapid society is embracing the use of technology, it is vital for teachers to include ICT in their teaching. Students will be engaged and motivated to learn through ICT and it allows for a variety of responses and strategies"
Miss Bridgette Hall- Third Year Generalist Pre Service Teacher (Australian Catholic University)

"I have mixed views on the use of ICT in my PE classroom. It does have many benefits, however I don't want it's use to take away from the students being physically active - especially since Mater Christ College is a "laptop use" school. In health classes I use many different ICT tools (Pages, Numbers, Active Inspire, Clickview, Intranet, Survey Monkey etc.). However, in practical classes the camera is my most used ICT tool. Students use the camera to complete skill and games analyses and also to record movement composition tasks (dance, gymnastics and cheer routines). I also use the camera to help with assessment of students when performing movement composition routines. Overall, there are many benefits of the use of ICT as long as it does not take away from the time students spend being active"
Mrs Bourke- Junior School Health and Physical Education Teacher (Mater Christi College Belgrave)

"I use ICT, specifically iPads in practical based lessons for skill analysis and development; both in junior and senior PE. I find the students gain a better understanding of how to perform a skill when they can directly compare themselves to a competent performer. Many apps such as Coach's Eye have an elite performer doing the skill 'pre loaded' so it makes it very obvious as to where the student needs to improve. It's also very hands on & interactive for the kinaesthetic learner." Mrs Brown- Health and Physical Education Teacher (Christian Brothers' College, St Kilda East)

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Introduction: As we move into the 21st century,educators are curious about how the developments and progressions will effect them in their profession. The reality for us as educational professionals is that "like it or not" technology will have a major influence on our professional teaching practices, values and pedagogy.

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Some great strategies can be found here for implementing ICT into the HPE classroom.

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Using ICT in Health and Physical Education

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YOUTUBE CLIPS TO VIEW AND USE IN THE CLASSROOM Bellow I have given some examples of youtube clips that would be beneficial to use in a health and physical education setting. These should act as...

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Quick, easy, interactive and FUN. This article provides variations on the age-old exit slip allowing students to use digital technologies readily available (laptops, ipdas) to display learning comprehension and easily share with the teacher.

Scooped from Bec!
https://padlet.com/becosullivan/8h62ay2543u8vekk

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Class is done. We've learned a lot. We've tried some new things. We've had some great discussions.

So ... now what?

How can we make the most of the end of class? How can we tie a bow on a day of class to wrap everything up?

An exit ticket gives us that opportunity - much like bell-ringer activities help us kick class off effectively.

The name "exit ticket" makes it sound like you need a ticket to exit the room, but exit tickets are final quick check-ins with students before class wraps up.

What can we do with exit tickets?

In an article in the publication Educational Leadership by ASCD, Robert Marzano explains that there are four kinds of prompts teachers often use with exit slips - prompts that ...

Provide formative assessment data (How would you rate your current level of understanding of what we did today?)

Stimulate student analysis (How hard did you work today? What could you have done to help yourself learn better?)

Focus on instructional strategies (How did the group work today help you understand the content?)

Are open communications to the teacher (What could I do differently to help you understand better?)

Exit tickets are also a research-based best practice for several reasons ...

Exit tickets are a pretty versatile tool. We can use exit tickets one day as formative assessment and on another day to check in on students' feelings to learning.

Armed with this data, it can inform your instruction instantly - as soon as the next day or even later on in that same day!

So ... what does this look like in a classroom? What digital tools can help us with exit tickets? I have 10 ideas for both!

BONUS: The Exit Ticket Builder for Google Slides and PowerPoint

Having some ideas for exit ticket prompts can save you time AND help you remix them to meet the needs of your students.

Here I'll share 10 exit ticket prompts ... but let's take it a step further!

These prompts are part of my FREE Exit Ticket Builder template for Google Slides and PowerPoint! With this template, you can quickly add any of the 20 pre-made exit ticket prompts to your slide deck -- then assign it to students.

Flip through the slides below to see all the exit ticket ideas in the Exit Ticket Builder.

Then, make a copy in Google Slides or PowerPoint to assign to your students!

10 ideas for exit ticket prompts

Here are 10 exit ticket prompt ideas that you can use to wrap up your class ...

1. Do you agree or disagree with the topic today? Describe why. If you're studying a topic that has two or more sides, this lets the student decide where he/she stands and why.

2. How are you doing? Just a simple social-emotional check-in can give the teacher valuable information and help the student to feel seen and heard.

10 digital tools for exit tickets

The traditional way of doing exit tickets is with slips of paper. That's totally fine. But we do have plenty of digital options that give us variety.

The great thing about many of these is that you can re-use them. For many, you can create them once and use the same (or similar) questions and templates without having to reinvent the wheel.

Here are some digital tools and ideas for using them for using digital exit tickets in the classroom.

1. Socrative

Use Socrative ( socrative.com) for to ask a quick question or do a quick poll at the end of class. The quick question option lets you ask a super-fast open-ended or multiple choice question. Plus, Socrative has a built-in exit ticket option, asking students ...

how well they understood the day's lesson (multiple choice)

what they learned (open-ended)

to answer an additional question from the teacher, maybe one you ask verbally (open-ended)

Benefits: It's fast and summarizes your info quickly on one screen.

2. Google Forms

Creating a quick Google Form ( forms.google.com) can let you customize your exit ticket experience. Building your exit ticket with Forms, Google's survey tool, lets you add a variety of question types. Plus, you can also display videos, images and text. The drag and drop interface of Google Forms makes it pretty easy to pull together an exit ticket. When you're done, use the "Send" button to give your students a link. View results in the "Responses" tab and even export them to a spreadsheet.

Benefits: You get more question types and multimedia. You can view graphs of responses quickly.

3. Pear Deck

Pear Deck ( peardeck.com) works with slide presentation tools (easiest, in my opinion: Google Slides, with the Pear Deck add-on) to make slides interactive. Have a quick slide deck pre-created for the end of class. Design slides visually - or use the pre-created slides in Pear Deck's slide library in the Google Slides add-on. Students interact on their screen, drawing, dragging and typing. Pear Deck has a paid premium version, but there's a lot you can do with its free version.

Benefits: Questions are visual, hands-on and interactive.

4. Flipgrid

Using Flipgrid ( flipgrid.com) as an exit ticket means you get to see and hear your students via video. Create a simple prompt. Give your students a link to it - or assign it in Google Classroom - or provide students the QR code to answer it. Students respond in their browser (or with the mobile app). It's one thing to see text on a screen. It's another to be able to read your students' body language and vocal intonation.

Benefits: You can learn more from watching how your students answer via video sometimes.

5. Synth

Like the idea of video responses but prefer to respond with audio? Synth ( gosynth.com) makes responding with your voice digitally feel like a conversation. Students can leave short audio responses to a question - perfect for exit tickets. But they can also respond to each other's recordings, making it feel more like an asynchronous conversation over time.

Benefits: This lets you hear your students' voices - and lets them practice answering with their voices.

6. Kahoot!

You're likely familiar with this classroom staple by now. We often use Kahoot! ( kahoot.com) for reviewing. However, we can also use it for exit tickets. Create a new survey Kahoot! instead of the traditional quiz game. Surveys still have multiple choices, but they aren't scored. It takes the competitive edge off and lets students be more thoughtful with their answers.

Benefits: It uses a familiar interface that students likely connect to having fun. Plus, students can answer quickly and easily.

7. Google Slides

Google Slides is for way more than oral presentations in front of class! Create a new slide presentation and share it with students, making it "everyone can edit". ( Instructions in this blog post.) Each student gets a slide on the slide deck for responding. Give students a question or prompt to respond to at the end of class. Note that everyone can see everyone's slides, so this wouldn't be ideal for fact recall or for sensitive personal questions. Because of the design freedom in Google Slides, it opens up what students can create for you quickly!

Benefits: The design tools mean students can quickly make something visual with text, images, lines, shapes, etc.

8. Formative

Formative ( goformative.com) is like using Google Forms in some ways. But it offers even more flexibility. There are TONS of question types. One of my favorites is the "Show Your Work" question where students draw their answers. If you ask multiple-choice questions, it will autograde the responses.

Benefits: Have students draw their answers using the "Show Your Work" question type.

9. Poll Everywhere

Using Poll Everywhere ( polleverywhere.com) lets you create a quick poll with lots of options. You can add images to your polls and even rank items instead of just choosing one.

Benefits: Ask students to rank multiple items.

10. Seesaw

Teachers love Seesaw ( seesaw.me) because it creates a digital learning community. It's a bit like social media (think Facebook) for the classroom. For exit tickets, students can post to their Seesaw classroom and snap a picture of what they've been working on. They can even annotate it by drawing and labeling.

Benefits: Marking up images can help students show what they know.

Exit tickets that DON'T use technology

Technology opens up lots of opportunities to assess, create and gather data in unique ways.

That doesn't mean we HAVE to use technology, though. Sometimes, the data we want to gather can be done faster - or more meaningfully - without technology.

Here are some ideas:

The sticky note mosaic: Grab a few pads of sticky notes of different colors. Tell students what each color stands for: something that know for sure, something they're still unclear on, something they need to tell the teacher, etc. Stick the sticky notes on the board randomly or in groups as they leave. The colors will help you sort them quickly.

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20 ideas for exit tickets in the classroom

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Class is done. How can we end it effectively? Using digital exit tickets can bring closure to your day. Here are 10 you can use tomorrow.

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Subject-specific quiz question flashcards. Great formative assessment tool and/or peer collaboration tool to inform learning and check for comprehension.

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Exercise physiology quiz questions Flashcards | Quizlet

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Start studying Exercise physiology quiz questions. Learn vocabulary, terms and more with flashcards, games and other study tools.

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An excellent remote learning tool that utilises a presentation style format to engage with students near and far. Formative assessment tools are in-built making it easy for teachers to check on student learning during the 'live format'.

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Pear Deck for Microsoft makes it effortless for educators to add interactive, formative assessments to their presentations and launch directly from Teams.

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A free online resource used as a digital food diary. Macronutrients are broken down for each food, educating students on the nutritional make up of some of their favourite foods. There is a mobile app for ease of use and accounts can be set to private via the settings. On the other hand, accounts can be linked and students can share their progress.

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Calorie Tracker & BMR Calculator to Reach Your Goals | MyFitnessPal

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Reach your health, fitness & weight goals with MyFitnessPal, the #1 nutrition tracking app. Macro & calorie calculator, food tracker, and fasting app in one. Download today!

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Engaging learning games, quizzes and animations. Subject specific categories for grades 3-8.

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BrainPOP Jr. - Animated Educational Site for Kids - Science, Social Studies, English, Math, Arts & Music, Health, and Technology

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A great resource with thousands of pre-loaded exercises and workouts. Could be used by students as an exercise journal to track physical movement across the course of a set time period. Ideal for goal setting tasks to keep students accountable and work towards a common goal.

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Fitness Buddy - 1000+ Exercises, Workouts, Ultimate Exercise Journal for the Apple iPhone & iPod Touch

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Whether you are trying to tone down or bulk up, Fitness Buddy will have a workout for you. Even if you don't have any equipment at all, we have you covered. If that's not enough, simply create your own.

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A one-stop shop for holistic health; mental, social, physical, emotional and spiritual resources providing the latest, most up to date guidelines and research. Great resource for student centred research.

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The Victorian Government acknowledges Aboriginal and Torres Strait Islander people as the Traditional Custodians of the land and acknowledges and pays respect to their Elders, past and present.

The Department of Health celebrates, values and includes people of all backgrounds, genders, sexualities, cultures, bodies and abilities.

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This web site is managed and authorised by the Department of Health, State Government of Victoria, Australia © Copyright State of Victoria 2021.

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Online database full of digital resources for lessons. Featuring a range of innovative digital tools and online spaces for teaching and learning, collaboration and networking.

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The Learning Place is a comprehensive eLearning environment providing access to an innovative range of digital tools, resources and online spaces.

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A good read on the research associated with game-based learning. Particular reference is made to teaching biomechanics and the effectiveness this has in a game-based environment. A good little reminder to teach to the learning styles that are subject-specific.

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Background

Many students avoid or withdraw/drop out of science, technology, engineering and mathematics (STEM) majors (including biomechanics) due to anxiety about science and mathematics. Physics education research has documented that many students fear and dislike university physics and these negative perceptions persist even after the course is completed (Docktor & Mestre, 2014; McDermott, 1991). This parallels the anxiety and negative perception of biomechanics held by many kinesiology/sport and exercise science majors (Hamill, 2007; Wallace & Kernozek, 2017) often resulting in poor student mastery of concepts and high dropout, fail, and withdrawal rates for the course. To address this anxiety and improve their academic performance, extensive physics education research has been conducted, with large improvements in learning reported for active learning approaches compared to traditional lecture (Bao & Koenig, 2019; Beichner et al., 2007; Hake, 1998). The evidence for the greater university student engagement and effectiveness of active learning across many fields of education and science is compelling (Driessen et al., 2020; Freeman et al., 2014; Prince, 2004; Springer et al., 1999) and evidence for the efficacy and utility of specific active learning techniques has been summarised in a systematic review (McConnell et al., 2017).

Sports biomechanics scholars have consistently reported 15-48% greater mean student learning of sport and exercise biomechanics concepts with active learning approaches compared to traditional lecture alone (Knudson, 2019; Knudson & Wallace, 2019; Riskowski, 2015). There is also evidence that these benefits to learning can be obtained from both low-tech and high-tech approaches (Knudson, 2019; Knudson & Wallace, 2019; Soneral & Wyse, 2017). There is one area, however, where potential improvements in student engagement and learning of biomechanics has not been explored. This area is the use of game-based learning activities. Game-based learning activities are another way to provide interactive and engaging learning activities that sports science university students enrolled in biomechanics courses feel would improve their learning, especially when taught in a blended learning environment (Keogh et al., 2017). This editorial summarises the research on game-based learning for university students and recommends university-level biomechanics educators try these methods and document their effects on improving student learning.

Game-based learning

In biomechanics, students often require the ability to integrate a number of mathematics, physics, anatomy and analytical skills to fully comprehend the concepts (Abraham et al., 2018) before they can apply this knowledge to sports. As suggested, these skills include creating and reading graphs, applying physical equations and mechanical concepts, and forming hypotheses (Riskowski, 2015). Even if a student is strong in most of these skills, if they experience even some difficulty in just one skill, their overall ability to integrate the concepts into a workable model and performance in assessments may be compromised. Utilising game-based learning during classes presents a range of options for students to work through problems, answer questions, and assess their learning during real-time lectures and presentations as well as during their self-directed study.

Game-based learning involves the use of 'serious games' in teaching and learning, where the games are primarily focused on education rather than recreation (Moro et al., 2020b). This practice can also be referred to as using gamification, games for good, alternative purpose games, or serious gaming, although these terms are not necessarily well defined (Gentry et al., 2018). Game-based learning can present content and assess learning in multiple formats including graphics, achievement levels and competition. Perhaps due to the diversity of game-based learning options, a recent systematic review demonstrates aspects of its implementation has strong support from both educators and students in higher education (Subhash & Cudney, 2018).

Within the wider field of adult education research, the implementation of game-based learning has been observed to result in a range of benefits across a variety of disciplines. These benefits have included fostering student enthusiasm and motivation (Sailer & Homner, 2020; Zainuddin et al., 2020), providing learners with an ability for their skills to be recognised (Bai et al., 2020) and enhancing student enjoyment when studying challenging concepts such as physics (Asiksoy, 2018; Forndran & Zacharias, 2019; Malahito & Quimbo, 2020; Shute et al., 2019). There is also some evidence to support enhancements to overall student performance across disciplines such as biotechnology (Bonde et al., 2014), information literacy (Knautz et al., 2014) and computer science (Ibanez et al., 2014). Further, game-based learning may provide educators more in-class feedback on students' progression and comprehension of session content as well as improve students' attitudes about concepts and courses they otherwise perceive as challenging, such as mathematics and statistics (Smith, 2017). This may be particularly important for students who are initially apprehensive or fearful regarding aspects of biomechanics courses such as the physics and mathematics content.

For educators wishing to employ game-based approaches into their instruction ( Figure 1), some recommendations are listed below based on extensive research in other areas of higher education.

Promoting learning of biomechanical concepts with game-based activities

In-class polling and quizzing

The use of live quizzing during sessions is being increasingly adopted by educators worldwide, where students can use their mobile phones or tablets to answer questions in real-time during a class. Prior to the session, educators compile the quiz using a variety of software including: PollEv; Kahoot!; Qualtrics; TurningPoint; iSpring Quizmaker; ClassMarker; Poll Maker; Straw Poll; Quiz Works; Articulate Studio or even Microsoft PowerPoint for the Web (using the normal PowerPoint functionality to create polls that can be accessed online). Some of the online services offer free, yet basic, functionality for limited online responses, such as Poll Maker. These quizzes can be simple to create, but after polling the students, it is up to the educator to incorporate their own leaderboards, recognitions of achievement (i.e., prizes, awards or titles ['student of the hour']), which the students can then display on their own class profiles if they wish to do so. Other online software, such as Kahoot!, has more powerful features to completely gamify the experience using sounds, graphics, response countdowns, badges and leaderboards (Moro & Stromberga, 2020). Overall test results do not appear to be influenced whether the quizzes are interspersed throughout the lesson or accumulated at the end of the class (Weinstein et al., 2016). However, utilising these games at the end of specific content topics/modules may better enhance student motivation and engagement and be an effective time to incorporate gamified quizzing in general. One additional benefit of online quizzing is that it can be utilised by students during face-to-face lessons (via their phones or laptops) and by those learning online. This makes it a feasible option for multi-modal classes, where some students are present and others attending remotely.

Adventure quests

A quest is a mission with an objective. Students can work independently or in teams to solve a problem or work through a scenario. Common biomechanics questions can be reformed into an integrative 'CSI-style investigation' or 'what when wrong cases' (e.g., the football was not kicked far enough or with sufficient accuracy). This could be gamified by adding a timer, 'levels' that students' progress through, and even a 'boss scenario at the end' which incorporates additional concepts, equations or considerations. This type of quest works well in groups or could even be structured as a single-person option for self-study, with the most popular genres for these types of games being either simulation or role-playing (Boyle et al., 2016). The delivery platform can be through quest triggers (or problems) displayed on PowerPoint slides, or even structured in an adventure role-playing game, such as The Kings Request: Anatomy and Physiology revision game, which guides students through revision concepts (Moro et al., 2020a). There remains no best way to embed a quest-oriented gamified session within a lesson (Welbers et al., 2019), but the practice does allow educators the freedom to implement an engaging, interactive and innovative method to deliver content and promote student self-directed learning.

Gamifying content using virtual, mixed or augmented reality

As anatomical structures and organ systems can be provided to students in full 3D virtual, augmented and mixed reality environments, a number of game-based learning activities could be incorporated into these environments (Birt et al., 2018; Moro et al., 2017a). Using virtual reality, the human body can be displayed and animated in a way not possible using plastic or silicone models or through the use of traditional anatomical resources such as cadavers (Kuehn, 2018). This virtual reality environment may assist the students to better understand the 3D location of anatomical structures such as bones, ligaments, muscles and tendons and how real-time changes to monoarticular and biarticular muscle lengths may influence human movement. This technology is still relatively new, and with the upcoming commercial releases of new devices such as the Microsoft HoloLens, this space will likely present increasing opportunities for using technology in future biomechanical, including game-based curricula. In addition, virtual reality-based applications can now run on mobile phones with an attached head-mounted-display (Moro et al., 2017b), which may greatly increase the accessibility of this technology and its scalability to large cohorts of students in the future.

Achievements and badges

One of the most common and accessible forms of gamifying curricula includes the provision of digital 'rewards' such as badges. As competencies are met, learners are awarded digital badges to acknowledge their achievements. Students may have fun collecting the badges, with each student having the option to publicly display these on a learning management software suite or a class website. The incorporation of digital badges into science and health professional programs can increase student knowledge, content retention and overall motivation to learn (Noyes et al., 2020; Vermeir et al., 2020).

Potential limitations of incorporating a gamified curriculum

There can be a novelty effect, where a great interest may be obtained in digital badges and fun gamified activities at the start, yet then drop off over the course of a semester (Garnett & Button, 2018). A relative lack of impact may also occur if the students had previously enrolled in another heavily gamified course or degree, where they may find future iterations of the same activities less engaging and interesting. Further, the excessive use of gamification in university level education for adult-aged biomechanics students may increase the dependency of the students on the educator, an outcome that will not transfer well to their future careers (Knowles, 1977).

Not all learners find game-based curricula enticing. Potential reasons for this may include a perception that it does not bring additional utility, that it causes anxiety or jealousy (Bai et al., 2020), or that some students simply consider themselves 'not gamers' and so do not wish to fully engage with this delivery mode (Moro et al., 2020a). Game-based learning also requires an effective delivery method and underlying rationale. Gamifying content without any plan as to why it could be beneficial is likely to have no positive impact on overall engagement and learning. In some cases, the provision of gamified curricula, such as badges, has not led to any improvements with either motivation or performance (Kyewski & Krämer, 2018). This potential lack of increased motivation may reflect a wider discussion of whether games may be considered a more relevant pedagogical approach that has less relevance to andragogy, e.g., university level education (Pew, 2007).

There are also limitations to current research, with a paucity of proper controls and theoretical foundations in published literature (Zainuddin et al., 2020). There is also a complete lack of studies on the impact of game-based learning in biomechanics, let alone sport biomechanics, from the perspective of either the educators or students. As a result of this lack of research in the discipline of sports biomechanics, it is unclear if our students would necessarily obtain the same engagement and learning benefits that has been described in the wider literature (Ibanez et al., 2014; Malahito & Quimbo, 2020; Sailer & Homner, 2020). However, as many sports biomechanics students appear to be quite competitive and have a strong affinity for games and sports, the many similarities that exist between games and sports would suggest that many of our students would likely enjoy and benefit from the inclusion of more game-based learning activities.

Recommendations

Given these well-documented benefits and limitations of game-based learning in promoting learning in higher education, we propose several recommendations to readers of Sports Biomechanics. First, we recommend that biomechanics educators consider implementation of specific game-based learning activities that fit their course, students and infrastructure ( Figure 1). Many students' fear and difficulty with biomechanics might be reduced if game-based learning is utilised intelligently so that some elements of the course can be made more engaging and provide students more opportunities to demonstrate their understanding of key biomechanical concepts. The most accessible of these is to incorporate badges, leaderboards and achievements into relevant teaching settings, that could include lectures, tutorials and/or practical laboratory classes. Simple game-based learning activities including crossword puzzles, Biomechanics Cluedo or Jeopardy, could be used as fun review activities especially at the end of semester when students may be feeling fatigued but still need to prepare for their exams. For more technology-savvy educators, live online polling through interactive websites, such as using Kahoot! can incorporate a degree of participant engagement. For important concepts that warrant more time spent on them, the introduction of 'quests' will likely be well received by the students. While developing these quests may take some planning on behalf of the educator, they may assist the students better focus their attention on specific tasks and result in enhanced learning.

Second, biomechanics educators that do choose to implement games-based learning activities should consider simultaneously conducting collaborative research with other biomechanics educators on this active learning approach. Such research could focus on the student perceptions around game-based learning as well as its effect on student learning outcomes and overall course results. Although correlated, learning (change scores) and achievement (course grade) are not the same. This simultaneous inclusion of game-based learning in biomechanics andragogy and research regarding student perceptions and learning outcomes will hopefully enhance student engagement and learning.

Summary

Many students fear and dislike introductory biomechanics, which can add to the difficulties educators may have in assisting their students' learning. There is strong evidence that active learning approaches create large improvements in student engagement and mastery of biomechanics concepts in the required introductory course; however, it appears that the benefits of game-based learning seen in other disciplines has not been widely used or researched in biomechanics. As game-based learning has been shown to significantly improve student engagement and learning in a wide variety of other related disciplines, this editorial recommends that biomechanics educators consider appropriate implementation of game-based instructional activities and simultaneously conduct research on its effectiveness and limitations. Advances in sports biomechanics instruction benefit both the field and the application of our knowledge in professional practice.

Disclosure statement

No potential conflict of interest was reported by the author(s).

References

Bai, S. , Hew, K. F. , & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30, 100322. https://doi.org/10.1016/j.edurev.2020.100322

Birt, J. , Stromberga, Z. , Cowling, M. , & Moro, C. (2018). Mobile mixed reality for experiential learning and simulation in medical and health sciences education. Information, 9(2), 31. https://doi.org/10.3390/info9020031

Driessen, E. P. , Knight, J. K. , Smith, M. K. , & Ballen, C. J. (2020). Demystifying the meaning of active learning in postsecondary biology education. CBE-Life Sciences Education, 19(4), ar52. https://doi.org/10.1187/cbe.20-04-0068

Knudson, D. (2019). Do low-tech active learning exercises influence biomechanics student's epistemology of learning? Sports Biomechanics. https://doi.org/10.1080/14763141.2019.1682650

Knudson, D. , & Wallace, B. (2019). Student perceptions of low-tech active learning and mastery of introductory biomechanics concepts. Sports Biomechanics. https://doi.org/10.1080/14763141.2019.1570322[Google Scholar]

Moro, C. , Stromberga, Z. , Raikos, A. , & Stirling, A. (2017a). The effectiveness of virtual and augmented reality in health sciences and medical anatomy. Anatomical Sciences Education, 10(6), 549-559. https://doi.org/10.1002/ase.1696

Moro, C. , & Stromberga, Z. (2020). Enhancing variety through gamified, interactive learning experiences. Medical Education. https://doi.org/10.1111/medu.14251

Noyes, J. A. , Welch, P. M. , Johnson, J. W. , & Carbonneau, K. J. (2020). A systematic review of digital badges in health care education. Medical Education, 54(7), 600-615. https://doi.org/10.1111/medu.14060

Vermeir, J. F. , White, M. J. , Johnson, D. , Crombez, G. , & Van Ryckeghem, D. M. L. (2020). The effects of gamification on computerized cognitive training: Systematic review and meta-analysis. JMIR Serious Games, 8(3), e18644. https://doi.org/10.2196/18644

Zainuddin, Z. , Chu, S. K. W. , Shujahat, M. , & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30, 100326. https://doi.org/10.1016/j.edurev.2020.100326

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Promoting learning of biomechanical concepts with game-based activities

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Many students avoid or withdraw/drop out of science, technology, engineering and mathematics (STEM) majors (including biomechanics) due to anxiety about science and mathematics. Physics education research has documented that many students fear and dislike university physics and these negative perceptions persist even after the course is completed (Docktor & Mestre, 2014; McDermott, 1991).

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Good website for students to access in their research around health specific to adolescents. Informative and easy to navigate. Incorporates subject-specific terminology and interactive links.

Scooped from Sarah
https://padlet.com/sarahforbes2/Bookmarks

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What Does the Heart Do?

The heart is a pump, usually beating about 60 to 100 times per minute. With each heartbeat, the heart sends blood throughout our bodies, carrying oxygen to every cell. After delivering the oxygen, the blood returns to the heart. The heart then sends the blood to the lungs to pick up more oxygen. This cycle repeats over and over again.

What Does the Circulatory System Do?

The circulatory system is made up of blood vessels that carry blood away from and towards the heart. Arteries carry blood away from the heart and veins carry blood back to the heart.

The circulatory system carries oxygen, nutrients, and

hormonesto cells, and removes waste products, like carbon dioxide. These roadways travel in one direction only, to keep things going where they should.

What Are the Parts of the Heart?

The heart has four chambers - two on top and two on bottom:

The two bottom chambers are the right ventricle and the left ventricle. These pump blood out of the heart. A wall called the interventricular septum is between the two ventricles.

The two top chambers are the right atrium and the left atrium. They receive the blood entering the heart. A wall called the interatrial septum is between the atria.

The atria are separated from the ventricles by the atrioventricular valves:

The tricuspid valve separates the right atrium from the right ventricle.

The mitral valve separates the left atrium from the left ventricle.

Two valves also separate the ventricles from the large blood vessels that carry blood leaving the heart:

The pulmonic valve is between the right ventricle and the pulmonary artery, which carries blood to the lungs.

The aortic valve is between the left ventricle and the aorta, which carries blood to the body.

What Are the Parts of the Circulatory System?

Two pathways come from the heart:

The pulmonary circulation is a short loop from the heart to the lungs and back again.

The systemic circulation carries blood from the heart to all the other parts of the body and back again.

In pulmonary circulation:

The pulmonary artery is a big artery that comes from the heart. It splits into two main branches, and brings blood from the heart to the lungs. At the lungs, the blood picks up oxygen and drops off carbon dioxide. The blood then returns to the heart through the pulmonary veins.

In systemic circulation:

Next, blood that returns to the heart has picked up lots of oxygen from the lungs. So it can now go out to the body. The aorta is a big artery that leaves the heart carrying this oxygenated blood. Branches off of the aorta send blood to the muscles of the heart itself, as well as all other parts of the body. Like a tree, the branches gets smaller and smaller as they get farther from the aorta.

At each body part, a network of tiny blood vessels called capillaries connects the very small artery branches to very small veins. The capillaries have very thin walls, and through them, nutrients and oxygen are delivered to the cells. Waste products are brought into the capillaries.

Capillaries then lead into small veins. Small veins lead to larger and larger veins as the blood approaches the heart. Valves in the veins keep blood flowing in the correct direction. Two large veins that lead into the heart are the superior vena cava and inferior vena cava. (The terms superior and inferior don't mean that one vein is better than the other, but that they're located above and below the heart.)

Once the blood is back in the heart, it needs to re-enter the pulmonary circulation and go back to the lungs to drop off the carbon dioxide and pick up more oxygen.

How Does the Heart Beat?

The heart gets messages from the body that tell it when to pump more or less blood depending on a person's needs. For example, when you're sleeping, it pumps just enough to provide for the lower amounts of oxygen needed by your body at rest. But when you're exercising, the heart pumps faster so that your muscles get more oxygen and can work harder.

How the heart beats is controlled by a system of electrical signals in the heart. The sinus (or sinoatrial) node is a small area of tissue in the wall of the right atrium. It sends out an electrical signal to start the contracting (pumping) of the heart muscle. This node is called the pacemaker of the heart because it sets the rate of the heartbeat and causes the rest of the heart to contract in its rhythm.

These electrical impulses make the atria contract first. Then the impulses travel down to the atrioventricular (or AV) node, which acts as a kind of relay station. From here, the electrical signal travels through the right and left ventricles, making them contract.

One complete heartbeat is made up of two phases:

1. The first phase is called systole (pronounced: SISS-tuh-lee). This is when the ventricles contract and pump blood into the aorta and pulmonary artery. During systole, the atrioventricular valves close, creating the first sound (the lub) of a heartbeat. When the atrioventricular valves close, it keeps the blood from going back up into the atria. During this time, the aortic and pulmonary valves are open to allow blood into the aorta and pulmonary artery. When the ventricles finish contracting, the aortic and pulmonary valves close to prevent blood from flowing back into the ventricles. These valves closing is what creates the second sound (the dub) of a heartbeat.

2. The second phase is called diastole (pronounced: die-AS-tuh-lee). This is when the atrioventricular valves open and the ventricles relax. This allows the ventricles to fill with blood from the atria, and get ready for the next heartbeat.

How Can I Help Keep My Heart Healthy?

To help keep your heart healthy:

Get plenty of exercise.

Eat a nutritious diet.

Reach and keep a healthy weight.

If you smoke, quit.

Go for regular medical checkups.

Tell the doctor about any family history of heart problems.

Let the doctor know if you have any chest pain, trouble breathing, or dizzy or fainting spells; or if you feel like your heart sometimes goes really fast or skips a beat.

Date reviewed: September 2023

More on this topic
For Teens

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Heart and Circulatory System (for Teens)

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The heart and circulatory system (also called the cardiovascular system) make up the network that delivers blood to the body's tissues.

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Some insightful and educational justification about the inclusion of technology in Physical Education. Specific examples of practical use and successful learning outcomes being used today.

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Scootle is one of the largest online databases full of digital resources.

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This website is all about promoting student health and well-being and provides lesson plans, as well as student resources such as posters, recipes and activities.

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A great example of how wikis can be used in the classroom to create student-centred learning environments.

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A whole course can be organized around a wiki as shown here, an excerpt from the upcoming Multimedia Kit, "Blogs, Wikis, Podcasts, and other Powerful Web Too...

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A great explanation from Ruben Puentedura about how the SAMR model links to Blooms Taxonomy and how each can be used to inform the other.

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For teachers just starting out with educational technology, the task at hand can sometimes seem daunting. Even though tools such as the SAMR model can help, the plethora of choices available can prove paralyzing, frequently resulting in ongoing substitutive uses of the technology that block, rather than enable, more ambitious transformative goals.

The approach below is designed to help overcome this barrier, and is inspired in its form by Alexander's notion of Design Patterns -- a clearly structured solution to a recurring design problem -- which has been applied to education scenarios by Bergin et al. While it is not laid out exactly as a design pattern would be, it nonetheless provides a framework that a teacher could use in similar fashion.

The goal for the teacher is to construct a simple SAMR ladder that is coupled to Bloom's Revised Taxonomy -- i.e., as the task moves from lower to upper levels of the taxonomy, it also moves from lower to upper levels of SAMR. The two Enhancement levels of SAMR (Substitution, Augmentation) are associated with the three lower levels of Bloom (Remember, Understand, Apply), while the two Transformation levels of SAMR (Modification, Redefinition) are associated with the upper levels of Bloom (Analyze, Evaluate, Create). In turn, within each grouping a similar ordering occurs -- e.g., Remember-type tasks are primarily associated with S-level uses of the technology, Understand-type tasks are associated with either S- or A-level uses of the technology, and so on. The following diagram illustrates this association.

This coupling of the SAMR model and Bloom's Taxonomy has several desirable outcomes:

The already-familiar drive to reach the upper levels of Bloom's Taxonomy now also acts as a drive to reach the upper levels of SAMR;

The approach outlines a clear set of steps that help guide the introduction of technology in the classroom;

Finally, the approach helps avoid pitfalls of self deception -- i.e., assuming that a particular task is at a higher level in either the Bloom or SAMR sense than it actually is.

Avoid epic fails and get the most out of technology.

It is important to realize that this association between SAMR and Bloom's Taxonomy is not a necessary -- or even habitual -- coupling. Thus, it is possible to use extremely powerful redefinition-level approaches to make certain types of memorization tasks possible; conversely, it is also possible to undertake novel create-type tasks that only make basic substitution/augmentation use of the technology. Additionally, far more complex couplings between SAMR and Bloom are possible, involving convergent/divergent branchings, oscillations between levels, skipping of some SAMR levels, etc. Nonetheless, the simple structure described above is well suited to beginning practitioners' needs, and even retains usefulness for more experienced faculty.

In addition to the integration of SAMR and Bloom described above, two more ingredients are necessary for the best results:

a clear motivation for the change -- the best results are obtained when a teacher has a strong reason for changing existing practice that is independent of the introduction of technology.

a clean app flow, designed to move through the tasks, that is as simple as possible, avoiding needless complexity -- e.g., in transferring work products from one app to the next.

Finally, let's look at an example of this approach in practice. In this example, we will set up a general pattern for math activities, where the motivating factor is to take math instruction from a mode where -- to use Richard Skemp's words -- instrumental understanding dominates (how) to a mode where relational understanding is primary (how and why). This shift in math instruction can be seen in changes in curricula worldwide, and is crucial to students' capacity to use -- and enjoy -- the math they have learned in the world outside the classroom. In the interest of making the example more tangible, the context will be a course in introductory statistics, although the general pattern is readily applicable to other math courses.

1. Substitution/Remember: Students use ebooks and other Open Education Resources to acquire basic knowledge about statistical tools and procedures.

2. Substitution/Understand: At the same time, they begin a process of gathering information online describing applications of these statistical tools to an area of interest to them, using simple bookmark aggregation services (e.g., Diigo, Delicious) to collect and tag these resources, relating them to the knowledge gained in 1.

3. Augmentation/Apply: Using a simple yet powerful tool for visualization like GeoGebra, students explore the concepts covered in the resources described in 1., and solve related standard problems. The scope and number of the problems is not governed by what is available in the "back of the book," but rather driven by the evolution of student understanding, as measured by suitable formative assessment processes.

4. Modification/Analyze: The students also apply similar problem-solving approaches to questions raised in the materials they found in 2. In doing so, they will reconstruct the reasoning of the original authors, and verify -- or disprove -- their conclusions.

5. Modification/Evaluate: Students now select a subset of the materials studied in 4. for further critique and/or development, using GeoGebra as their primary analysis tool. Via a blog, they explain this work to fellow students, and invite their feedback to refine both the clarity of their explanations and the focus of their work.

6. Redefinition/Create: Students refine their blog post into a short digital video project, with the goal that it will be used as part of instructional materials in subsequent years.

Photo " sky puzzle" by Jared Tarbell. Used under a CC BY 2.0 license.

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SAMR and Bloom's Taxonomy: Assembling the Puzzle | Common Sense Education

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Find out how you can use technology to engage students in rich learning experiences.

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A fantastic digital pedagogy wheel that provides action verbs, activities and apps that align directly with each of the five domains of Blooms Taxonomy.

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Good read about the steps being taken in Korean education to introduce more ICT into the HPE classroom. Particularly interesting to read the about the amount of government investment into VR resources and how highly valued this resource is within the physical education space.

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Abstract

This study aims to explore educational and political efforts for PE teachers to implement ICT-based PE class by analyzing three significant phases (PE teacher, the curriculum, and teaching environment). To reach the goal of this study, we conducted AHP and IPA analysis to find out the priorities in order to implement ICT-based PE class. As a result, a total of 27 detailed contents were created by IPA analysis. Based on the IPA results, we interrogated what detailed contents should be firstly applied into actual PE practices by analyzing four dimensions by utilizing IPA. Based on the results, this study concluded with some significance, which are required to establish a better PE environment in the future society.

Keywords: ICT class, Physical Education, AHP, IPA, Korean education policy

The popular Korean reality TV show Welcome, First Time in Korea?, which began airing on the Korean broadcasting channel MBC in July 2017 and is still showing, depicts foreigners traveling to Korea for the first time. On this program, foreign guests are shown to be surprised about the high level of ICT services in Korea. For example, virtual reality (VR), augmented reality (AR), mixed reality, holograms, and internet of things (IoT) technologies, which enable the five senses to experience the virtual world, are representative of Korean ICT. The rapid development of ICT in Korean society, as seen in reality shows, has led to changes in the educational environment as well. Many schools and institutions both in Korea and around the globe are seeking to create an efficient educational environment in physical education (PE) by shifting all classes to remote learning with the use of information technology following the onset of the COVID-19 crisis (Cutri & Mena, 2020; Eder, 2020; Shettar et al., 2021).

Korea has responded to changes in society by utilizing its world-class ICT. The National Education Information System was implemented in the 1990s to improve the efficiency of education administration using online platforms. Detailed implementation strategies were also established to foster human resources, helping to bring about the Fourth Industrial Revolution, including a 100% deployment of wireless infrastructure for elementary, middle, and high schools nationwide to foster future talent (Institute for Information & Communication Technology Promotion, 2018.07.18). Since 2017, investment has been focused on practical education using ICT (space recognition-based AR technology and VR-based learning simulation technology), customized education (learning analysis technology, massive open online course data analysis technology, and social learning content technology), and IoT simulation education (coding education using smart toys equipped with electronic sensors).

The Korean government is encouraging the use of ICT in PE classes. Examples include initiatives organized by the Korean government departments Ministry of Culture, Sports and Tourism and the National Sports Promotion Corporation (Ministry of Culture, Sports & Tourism, 2017). The government provides installation cost support for educational content, using VR sports gyms in elementary schools and maintenance services for one year from the date of installation and staff dispatch services for teachers who opt to use VR sports gyms for their PE classes. They thereby identify the potential for PE courses that are not usually offered at school, such as golf, hockey, rugby, skiing, snowboarding, and shooting (Seo et al., 2015).

The use of ICT to promote PE classes globally is under active discussion. Studies on this subject generally take the positive effects of using web-based technology into account (Lim et al., 2010; Ohuruogu et al., 2019) as an alternative to outdoor classes (sports film screenings, sports game analysis, UCC production, and so on), developing PE applications for high school (Kim & Lyu, 2015), along with the possibility of using mobile devices to enhance the objectivity and transparency of performance assessment content and the methods of PE classes (Steinberg et al., 2020).

Some work has introduced the teaching experiences of PE teachers who utilize technology in their PE classes using smartphones, video-editing apps, motion analysis apps, spreadsheets, educational social networking methods, and so forth (Kim et al., 2017; Lee & Jin, 2016). Furthermore, many PE classes have been introduced that use ICT and sensors to collect data on the amount of exercise a learner does and his or her performance, after which the collected data are analyzed to improve performance and athletic ability, including in the context of sports that require cooperation among learners, such as soccer, baseball, and basketball (Joo & Choi, 2019; Park & Yu, 2017; Park et al., 2018). Using ICT in PE classes presents a new form of teaching while providing the opportunity for learners to expand their cultural enjoyment in PE classes.

However, some results have shown that PE using ICT may not be efficient or effective (Villalba et al., 2017). In VR sports gyms operated by the government, the results have shown that educational performance has been minimal, in contrast to initial expectations (Joo & Kim, 2018; You et al., 2019). The reason for this is that ICT utilization in the educational field was implemented by the government as a promotional strategy for strengthening public education and the growth of the education industry rather than being rooted in teacher demand (Kim et al., 2015; Noh et al., 2011). In other words, this can be interpreted as an appearance-oriented educational initiative by the government that does not involve consensus from teachers regarding ICT utilization at school, which could undermine the educational value of PE classes using ICT. Moreover, a wide range of technical equipment, such as WiFi, exercise sensors, high-speed cameras, and software for motion analysis, is required for the use of ICT in PE. For this reason, it is difficult for teachers to put ICT into operation in education (Joo & Choi, 2019; Leam & Ahn, 2014; Park et al., 2018).

In the era of rapid technological innovation, the demanded educational competency may change, and the next generation will require competitive skills for that future. South Korea has recognized the importance of ICT utilization and selected it for promotion as the country's major policy agenda following the emergence of the new high-tech-based paradigm. Korea is seeking to ensure that the benefits of ICT are consistent with the values and objectives of PE and to explore whether they can be carried out in actual education rather the passively acceptance of ICT itself in the educational field. To create this kind of educational environment, it is important to have a harmonious relationship in the form of a virtuous cycle among educational content, teaching methods, the school support system, teacher professionalism, and education policy suitable for PE classes. Previously, video clips have been regarded as only secondary material in PE teaching, but at present, un-tact learning is routine to ensure that students' health and safety in public education are maintained during the COVID-19 crisis (Putro et al., 2020) In addition, the government has announced new policies for Korean public education that state that AI and ICT should be supported as teaching tools through establishing un-tact learning-teaching platforms. This study examines what is needed for teachers, the curriculum, and the educational environment to implement ICT PE classes. In this way, we suggest directions that PE should pursue in an intelligent information society, as well as producing implications that will help support changes to current policies, which should consider different educational environments and limited resources.

Research method

Literature review

A literature review was conducted to establish key concepts, components, and directions for research using analytic hierarchy process (AHP) analysis. It was performed from March to June 2018. Academic papers, government policy reports, news articles, and literature cases were examined, and the results were used as basic data for an expert meeting as part of this study. Specifically, the following were examined: 1) educational support plans to improve PE teachers' ICT skills; 2) provision of experts for ICT-based PE class designs; 3) reduction of the workload of PE teachers; 4) active support from principals; 5) cooperation among PE teachers; and 6) changes to and requirements for education systems. By these means, objective information and data were collected, and meaningful research results were derived.

Expert in-depth interviews and meetings

Table 1

Division

Gender

Location

Career/year

Age

Final degree

Building AHP indicators and analysis

The AHP is an evaluation method that allows complex problems to be hierarchized, weighted, and prioritized to facilitate rational decision-making (Saaty, 1987). This study investigated what needs to be improved for actual ICT-based PE classes in schools. Basic data were derived to identify what should be improved in the field of PE so that schools can provide the education that learners need.

In this study, 100 questionnaires were distributed to PE teachers for the AHP analysis. The survey was conducted from December 1 to December 23, 2019, among PE teachers teaching in Seoul and Gyeonggi Province. The sampling method involved snowball sampling begun with the participants in the expert meeting. Prior to the survey, all participants in the study were fully informed of its purpose. The AHP analysis was conducted after the participants were informed of the response method for a consistent pairwise comparison. All surveys were self-administered and returned by the participant. To improve the quality of responses, the researcher responded to questions on the questionnaire and explained the instrument until the participants fully understood it. Of the 100 copies, 76 were used as final data after 24 that contained inadequate answers or had a high consistency ratio (CR) were excluded.

Excel for Windows was used for AHP analysis to calculate the weights. The AHP analysis was performed in three stages. In step 1, CR values were analyzed to determine the logical consistency of the AHP responses. For consistency verification, CR values were first analyzed for individual questionnaires that were returned. If CR ≥ 0.1, the response was judged to be consistent (Saaty, 1980). Step 2 derived the results of a pairwise comparison for each of the consistent individual questionnaires. Step 3 provided final verification by reviewing the CR of the complete data by integrating the results of the individual pairwise comparisons into geometric mean values.

Importance-performance analysis

Importance-performance analysis (IPA) provides useful information for determining areas, issues, policies, and so on that need to be addressed first in a given situation. IPA presents strategic alternatives and implications by interpreting the analytical results for each quadrant by conveying the results of the Y-axis (importance) and X-axis (performance) in four quadrants on a two-dimensional diagram (Martilla & James, 1977; Matzler et al., 2004). The results in the first quadrant are set to "maintain status quo" because this area is defined by high importance and high performance. The results located in the second quadrant are set to "concentrate here" because they feature high importance but low performance. The results located in the third quadrant are categorized as "low priority" because they have both low importance and low performance. Finally, the fourth quadrant indicates items of low importance and high performance, expressed as "possible overkill." IPA is a useful tool for developing strategic policy, as it can identify rankings that should be focused on first, as well as areas of excess or drawbacks. Because IPA sets intersections based on the average value of each axis and gives meaning according to location, it has the advantage of easily and quickly producing results without requiring statistical techniques. In this study, the X-axis was set to "performance" for the IPA. In addition, the results calculated from the AHP analysis were applied to the Y-axis, marked "importance."

Results

The results of the AHP and IPA analyses follow. The results of the two sets of analyses look similar because both were undertaken to prioritize all of the specific factors (these are called distribution statuses in the IPA results). In general, AHP analysis focuses more on determining priorities linearly, and IPA analysis creates a matrix to clearly represent the gaps between importance and feasibility. For example, when a specific factor appears as the first priority in the AHP analysis, the order of the same factor in the IPA results may differ.

Importance results derived from the AHP analysis

To derive priorities for the items required for ICT PE classes, each weight was calculated for the main pasts, the elements, and specific contents. The weights for the main parts, elements, and specific contents were then multiplied to produce the total weight (TW). The TW results corresponding to the top 30% were as follows: willingness to challenge yourself (0.071), guarantee of autonomy (0.061), active school-level support policy (0.054), operation of the learning community (0.053), formation of consensus (0.050), support for assistant personnel (0.044), development of strategies to utilize ICT curriculum in a given class time (0.044), and the development of an ICT utilization strategy to achieve objectives (0.042). The specific AHP analysis results are given in Fig. 1 .

Feasibility results and IPA

The mean values were calculated to determine the feasibility of the various items required for ICT PE classes. The IPA assigned eight items to Quadrant I, "Keep up the good work." Five items were included in Quadrant II, "Concentrate here." Eight items were included in Quadrant III, "Low priority," and six items were included in Quadrant IV, "Possible overkill." Fig. 1 shows the IPA results for the quadrants, and Table provides a summary of the details.

Table 2

Main category

Intermediate category

Small category

Importance

Factor (C.I. = 0.001)

Factor

C.I

Weight

Factor

C.I

Weight

Total weight

Rank

Teacher

0.401

Raising awareness (RA)

0.001

0.401

Reflective thinking (RA1)

002

0.250

0.040

11

Curriculum

0.269

Curriculum development (CD)

0.005

0.299

Developing ICT-based curriculum (CD1)

0.001

0.313

0.025

23

Environment

0.330

System (S)

0.001

0.274

Hardware and software support (S1)

0.002

0.427

0.039

13

Discussion

This study investigated the academic and political implications for future PE developments involving ICT by analyzing what efforts should be made in terms of teachers, curricula, and the environment in the new educational environment that ICT innovations will bring about. Below, we report the detailed implications of this study.

Significance and suggestions for AHP analysis

Table 3

Criteria

Elements

Content

Teacher

Raising awareness

Willingness to improve classes through self-reflection

PE teachers' consensus on ICT utilization

Willingness to challenge yourself with new teaching-learning methods of ICT utilization

Teacher cooperation

Operation of a professional learning community to address differences in ICT utilization among school teachers

Building a teaching-learning development community through a network of teachers among local schools

Expanding support for assistant personnel to promote ICT PE classes (intern teachers, sports instructors, PE teachers, and so forth)

Administrative work

Securing research time for teaching-learning methods using ICT

Simplifying administrative procedures required to develop ICT PE classes

Building a jobs system to alleviate the administrative workload of PE teachers (e.g., having teachers or teams dedicated to administrative affairs only and so forth)

Curriculum

Curriculum development

Development of ICT-based PE and curriculum focused on learners

Development of ICT-based PE and curriculum for realization of the educational value of government

Development of ICT PE curriculum as part of classroom sports course

Teaching-learning strategy

Development of ICT utilization strategies to achieve the goals of all units for the first semester (developing ICT-based teaching-learning strategies suitable for achieving the final learning goals of the PE curriculum)

Development of teaching and learning strategies to use ICT efficiently in a set class time

Development of a manual for sudden situations and accidents that can occur during the operation of an ICT-based curriculum

Educational assessment

Evaluation of learning achievement in an ICT-based PE class

Evaluation of teaching methods through peer reviews

Evaluation of the learning environment for ICT-based PE

Environment

System

ICT hardware (WiFi, sensor devices, and so forth) for PE and software and financial systematic support

Operating a pilot school for PE using ICT

Legal deregulation and specific activity guidelines for activating new educational initiatives (example of an online one-person creator: Sect. 64 of the National Public Officials Act [No profit-making or double dipping]: Civil servants are not allowed to work for profit other than official duties and are not allowed to perform other duties without permission from the head of their agency)

Teacher re-education

Case-driven hands-on workshop for enhanced professionalism of PE teachers regarding ICT utilization methods

Specialized consulting support for ICT PE classes and overall operation

Development of a program-sharing system and best practices

School support system

The school principal's strong desire and goodwill toward ICT-enabled PE

Ensuring the autonomy of PE teachers on the level of schools for the development of new PE classes and educational initiatives

Active support, encouragement, and financial support at the school level, even if initial trial and error occurs

First, the AHP analysis showed that the main category "teacher" included four items: "willingness to challenge yourself," "formation of consensus," "operation of learning community," and "support of assistant personnel." Thus, the willingness of PE teachers to challenge themselves, the formation of consensus, and cooperation among teachers are important for the extension of the use of ICT in PE classes. As mentioned noted in the introduction, ICT-related technologies are gradually altering educational concepts in Korean society. The government implemented a new curriculum in 2015 to create the education required by society, but teachers have criticized the changes because, while they are theoretical and fundamental, they are not practical (Song & Choi, 2018). Thus, PE teachers are either not interested in new curricula or are preparing their educational activities passively (Jang, 2017; Kim & You, 2010). Therefore, both the education system and the culture are necessary for the development of the curriculum and its application to educational sites based on PE teachers. For this, a learning community centered on PE teachers must be expanded to allow the curriculum to be developed by and to be feasible for PE teachers (Jang, 2017). For this change to take place in PE practices, teachers must reflect on themselves and change their perceptions of the use of ICT (Joo & Choi, 2019; Zae & Youn, 2015). The willingness to challenge yourself was ranked highest in relation to this. In addition, priorities were included in the order in which consensus was reached by the professional learning community. The discussion on "support of assistant personnel" will be connected with the "environment," a result developed by AHP, which is discussed below.

Second, the AHP analysis showed that the main category "curriculum" included two items: "development of strategies to utilize ICT curriculum in a given class period" and "development of ICT utilization strategy to achieve objectives for each semester." For ICT PE classes to be involved in the educational field, a new culture must be established, where teachers can take the initiative in regard to the learning strategies in the curriculum. As noted, public education in Korea is centered on the government; therefore, the curriculum provided by the Ministry of Education is an important educational guideline. However, future education must be transformed into a role-centered school system in which school autonomy and school democracy are alive, one that allows teachers to have autonomy and self-determination. For this purpose, the practices of educationally advanced countries should be benchmarked. For example, all classes at Napa New-Technology High School, Desert Oasis High School, and Summit Public School are conducted based on project learning that combines two or more subjects. Under the autonomous direction of the teachers, a curriculum is implemented whereby students are allowed to conduct in-depth learning as part of various teams. This type of school education was made possible with the support of schools, private foundations, and global corporations, such as the Bill and Melinda Gates Foundation. Investments are continuously being made in learning platforms and teacher-training programs using the latest advanced technologies, an orientation that facilitates the continuing development of new learning models. For novel educational experiments to take place in this way, a role-oriented school system must be established, in which teacher autonomy and self-determination are empowered by ensuring teacher autonomy and active support at the school level. More specific discussions on these results should be linked to the results relating to "environment," discussed below.

Third, the AHP analysis showed that the main category, "environment," included two items: "guarantee of teachers' autonomy" and "active school-level support policy." Recently, the Ministry of Education announced its college admission policy of "extending the College Scholastic Ability Test by 40% or more." As shown in the college entrance requirement policy, Korea's education policy has not freed itself from under the state-run education administration system. With changes of government, the administrations have ostensibly advocated "authorization" and "self-regulation," "innovation schools," and "self-directed learning" to leave behind the state-run educational administration system, but there has as yet been no fundamental change (Joo & Choi, 2019; Lee, 2011). Furthermore, laws related to the duties of PE teachers show that they are being overworked. The duties and roles of teachers as specified in the Basic Education Law, the Elementary and Secondary Education Act and Enforcement Decree, and the National Civil Service Act are related to general teaching duties, including teaching classes, providing student-support services, implementing behavioral guidance, and guiding after-school activities. In addition, under the School Sports Promotion Act, PE teachers are required to manage sports club activities, health maintenance classes, after-school classes, physical activity promotion system activities, and student athletics. It seems clear that PE teachers have been given an excessive workload. Several studies have already noted that these areas present the biggest obstacles to advancement in education (Joo & Kim, 2018; Kang, 2019; Lee, 2011, 2019). In other words, excessive accountability and bureaucratic control of teachers can hinder teacher autonomy and free growth. In addition, teachers exacerbate lethargy, unprofessionalism, and deskilling in their educational activities and education curriculum development (Apple & Jungck, 1990; Lee et al., 2019). Therefore, an educational ecosystem should be developed that can enhance teachers' professionalism and resilience. The results of this study show that we need to create an organizational atmosphere that ensures autonomy for PE teachers. When trial and error occur in the early stages as teachers undertake new educational experiments, active support, encouragement, and financial support at the school level will be important. In particular, expanding personnel support for intern teachers, sports instructors, and PE teachers may be a solution to the problem, allowing more professional educational activities to be planned that will not require excessive responsibility.

In conclusion, the following endeavors are required to attain high-quality PE classes using ICT. First, it is necessary to provide information to and training opportunities for PE teachers as they undertake new educational approaches. Second, support and expansion systems should be established to allow new directions to be implemented across schools. Third, an incentive system should be established for PE teachers to engage in attempts at new educational approaches, which would also be linked to teachers' excessive workload. Fourth, the Ministry of Education, the Board of Education, and local schools should develop a horizontal system rather than a vertical one.

Significance of the IPA results

Table 4

Criteria

TW rank

Distribution status

Importance

Feasibility

To achieve the educational values required by the national standard PE curriculum at the level of individual teachers, many teachers also adopt ICT. Specifically, they manage their PE classes to improve the healthcare, physical training, game performance, and physical expression skills required by the state by utilizing mobile platforms, motion analysis apps, cloud computing, and QR codes (Joo & Choi, 2019; Moon, 2017; You et al., 2019). Nevertheless, the poor facilities and lack of educational equipment in schools make it difficult to properly utilize the advantages of ICT for educational practices (Lee & Jung, 2017). In addition, many PE teachers have difficulty in developing new content because they are also responsible for a variety of tasks, in addition to class activities (Kang, 2019; Lee, 2019). In this regard, a job environment and atmosphere should be created in which new educational attempts can be made, along with establishing a system of division of tasks that can alleviate teachers' duties at the school level. To this end, active interactions with fellow teachers at a school should be simplified, and further exchanges in learning, discussion, and educational content should be made through links with teachers working at neighboring schools. Therefore, it is necessary to expand the division of the administrative system and support for assistant personnel to alleviate the duties of PE teachers at the school level.

Meanwhile, at the level of the government, the Ministry of Culture, Sports and Tourism and the National Sports Promotion Corporation have been pursuing policies to distribute VR sports gyms to elementary schools nationwide since 2017 to encourage ICT-based PE classes. Despite this massive governmental support, the effectiveness of this program has been lacking. Many have reported being unable to concentrate on essential educational activities due to system errors during the brief 45-min PE class (Joo & Kim, 2018; You et al., 2019). To compensate for this, the state has provided support for staff dispatch and the maintenance of sports gyms, but no fundamental solution to the problem of system stability is provided (Joo & Kim, 2018). From this point of view, ICT utilization should not simply take advantage of advanced technology but should also seek to improve the quality of PE (Casey et al., 2017; Lee, 2019). For this to be effective, it is necessary to identify the pros and cons of the VR sports gyms that are being installed through continuous communication among PE teachers, government ministries, and developers to track their progress and amend their limitations. Furthermore, it is necessary to increase understanding of and interest in the education policies that are being implemented at the national level through the establishment of a network among PE teachers at schools currently in operation and PE teachers at schools near the area. On this basis, we must increase the capacity and awareness of PE teachers as they use ICT in their PE classes. The job system should be improved for PE teachers to focus more on their educational activities. To do this, an expansion of assistant personnel could be implemented. In addition, the hardware and software should be supported to facilitate ICT utilization in PE classes. Developing educational hardware and software for PE classes will have to be supported at the local school level, in that it is costly and time-consuming. Moreover, by establishing a network of teachers among local schools, PE teachers need to develop an understanding of and consensus on how to utilize ICT tools that are being put to work at the national level. This will require a drastic overhaul of the administrative system, which has been practiced in a customary manner, and ICT utilization methods need to be continuously developed for use in PE.

Second, the IPA showed eight items in Quadrant I for which the status quo should be maintained. Specifically, these were the following: "reflective thinking," "forming consensus," "willingness to challenge yourself," "operating a learning community," "guarantee of teachers' autonomy," "development of ICT utilization strategy to achieve objectives per semester," "development of strategies to utilize ICT curriculum in a given class period," and "case-oriented hands-on workshops." The commonalities in these factors presented in Quadrant I can be summarized by a reflection and implementation process to explore new PE models using ICT. Sky Castle, a popular 2019 JTBC drama, is an example of the adverse effects of meritocracy supported by functionalist educational sociology, pointing to the problems of the CSAT-centric education system. In addition, Black Dog, a tvN drama that aired in January 2020, diagnosed various inconvenient truths found at schools, looking at problems from the perspective of a non-tenure track teacher. One common problem seen in both dramas was the role and autonomy of teachers in schools and the development of a consensus with the viewers. In other words, the willingness and awareness of PE teachers to use ICT in PE classes is essential, given that the quality of school education depends on teachers. Specifically, self-reflection on one's classes, consensus formation on ICT usability within PE classes, and the willingness to challenge yourself should be continuously maintained. In addition, specific strategies for the educational use of ICT are needed. Further, national guidelines cannot be ignored within Korean society, which emphasizes public education. Therefore, it is necessary to consider how to use ICT to achieve semester goals and develop strategies for teaching and learning that can be implemented efficiently within a set class time. In this regard, the autonomy of PE teachers at the school level should be guaranteed, and case-oriented hands-on workshops must be provided. In addition, a professional learning community should be developed to address differences in ICT utilization capabilities among teachers.

Third, Quadrant III, a low-ranking area factor in terms of both importance and feasibility, had eight items, and Quadrant IV, an area with low importance but high feasibility, had six items. Quadrants III and IV are areas that should be strategically or partially improved; thus, implications will be suggested for selecting items. In this regard, the simplification of administrative procedures in relation to administrative work in Quadrant III should be selectively enhanced. At present, general administrative work in the educational field utilizes the NICE system, and administrative handling of financial affairs, such as budgeting and accounting, utilizes the K-Edu-fine school accounting system. These e-payment systems have the advantage of enabling transparent school administration, but they have the disadvantage of increasing teacher workload and the complexity of system operation. Teachers continue to complain the difficulties due to the complexity of the budget procedures, the difficulty of the accounting terms, and the unclarity of the menu composition in the system, especially with regard to the Edu-fine system (Kang, 2013; Lee, 2016). In addition, Jang and Lee ( 2017) indicate the problem of administrative procedures that are not distributed in proportion to the workload and intensity of individual teachers in relation to allocating administrative work that is being done outside of teachers' educational activities. In this regard, PE teachers also argue that decision-making processes within the school organization should be consistent and unbiased, and the rigid school administrative system should be changed (Lee, 2019; Lee & Jun, 2014). For educational experiments using ICT to be carried out smoothly by PE teachers, administration and budgeting procedures must be simplified and made fairer. In particular, the overall improvement of school administration procedures should be strategically implemented, given that utilizing ICT in PE classes requires extracurricular teaching aids.

In Quadrant IV, ICT PE curriculum development should be selectively enhanced as part of indoor PE, such as classrooms and small spaces. The purpose of utilizing ICT technology for education is to increase the efficiency of education by moving from offline to online. The development of advanced ICT has shown the potential for personalized services, particularly healthcare services, administered using smartwatches, IBM Watson (artificial intelligence doctors), and smart hospitals. In addition, ICT development has provided an opportunity for new educational experiments. Increased interaction among learners, educational activities using collective intelligence, and the provision of personalized educational content are typical examples (Joo & Kim, 2018). The keywords to be noted here are "interaction," "personalized service," and "collective intelligence." Existing PE classes are taught in person, with the teacher at the center. The problem, however, was that learners participated only in passively manner or avoided classes (Kim, 2014). Therefore, it is necessary to utilize ICT's interactivity, personalized service, and collective intelligence in PE classes. In other words, if there is a class that collects exercise data through practical classes and analyzes exercise moves, activity radius, and organizational tactics with both the teacher and learner participating, more effective classes will be possible, and education can be customized to the learners will be possible. To establish this education system, the development of a systematic curriculum for PE teachers is necessary, and this needs to be gradually improved, as the ability to take advantage of the benefits of ICTs is necessary.

Conclusion

The new paradigm implemented by the Fourth Industrial Revolution is leading to a transformation by fostering new values. Changes to the public education system for the next generation in preparation for rapid technological changes constitute a highly important topic worldwide, including in Korean society. In particular, PE classes that advocate knowledge, virtue, and the body also require the creation of a new educational method amid this trend of change. In other words, in-depth consideration is required concerning the direction in which PE should move, in line with the pace of technological change. This study explored the critical factors required for ICT-enabled PE classes to be established at educational sites. Specifically, the importance of factors was identified through AHP, and the IPA of the derived importance results and feasibility in the field was used to provide practical and academic implications. To create better PE classes in a new educational environment, in which e-learning systems have expanded following the emergence of the COVID-19 crisis, PE teachers must plan classes while keeping various complex factors in mind. To do so, cooperation is required among various stakeholders, including schools, the government, and academia. Taking this approach, we hope that PE classes that fit the original purpose of education can be carried out and that teachers can carry out the type of PE classes to prepare students for the future. In addition, although this study was conducted in the educational environment of Korea, it may make its largest academic contribution by providing a systematic analysis of what should be involved in PE classes. In particular, the rapid development of technologies in Korean society has led to changes in the educational environment as well, but PE teachers have struggled with inefficiency in educational policies related to the practical utilization of ICT in their classes. As shown in this study, both hardware (facilities, space, tools, guidelines, administration, etc.) and software (ICT-based curricula, teacher competency, policies, etc.) aspects should be supported simultaneously to manage ICT-based PE classes efficiently. Following the onset of the COVID-19 crisis, most countries have had no choice but to shift their educational environment to a completely remote-learning approach. It is hoped that this study will contribute to the development of PE in Korea and provide basic data for both Asian and Western countries as they face educational situations similar to those posed in Korea.

Finally, we provide comments on the limitations of this study and its significance from its results and conclusions. First, this study presented 27 factors for utilizing ICT in PE classes and suggested implications through AHP and IPA. However, the priorities of the 27 factors presented in this study were not absolute. This study was conducted in relation to the educational situation in Korea, and the state and environment of each school differ from all others. Thus, no study can be considered to be an absolute standard. However, it is significant that the findings developed here related to PE teachers specializing in the use of ICT. Second, the ICT factors obtained in this study were somewhat extensive. PE teachers use different ICTs to their classes than other teachers do, and different PE teachers' ICTs differ from each other as well. Thus, it was difficult to decide which ICTs to set as a standard. Although the standards for ICTs are noted in this study, more meaningful results may form a follow-up study that could be centered on specific utilization cases in PE classes using ICT.

Footnotes

Publisher's Note
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References

Jang, K. (2017). An exploration on the practices and effects of collaborative teacher inquiry community for the development of novice teachers' PE curriculum enactment competence. PhD Thesis, Seoul National University, South Korea.

Kang, Y. (2019). Analyzing occupational realities and developing occupational standards of Korean physical Education teachers. PhD Thesis, Chung-Ang University, South Korea.

Kim S, Kim E, Jeon H, Jung C, Chong J, Lee B. SMART gym class to learn and share easily. Rainbow Books; 2017. [Google Scholar]

Lee, W. H. (2019). An inquiry into the processes and factors of secondary physical education teachers' occupational identity formation: Toward subject, student, administration. Master's Thesis, Seoul National University, South Korea.

Ministry of Culture, Sports and Tourism. (2017). Announcement of the recruitment of basic local governments to participate in the virtual reality sports room dissemination project for elementary schools to promote sports activities for the physically vulnerable in 2017.

Moon, K. (2017). A study on smart education content development for an integrated elementary physical education that cultivates sport literacy. Master's Thesis, Seoul National University, South Korea.

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What should be done to develop ICT-based PE class in the era of the Fourth Industrial Revolution?: using AHP and IPA analysis within the Korean educational contexts

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