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Eight questions to answer prior to using technology as an instructional or administrative tool for your classes

This is an excerpt from Principles and Methods of Adapted Physical Education 13th Edition With HKPropel Access by Kristi Roth,Melissa D Bittner,Elizabeth Foster,Jean Pyfer,Laurie Zittel.

Considerations for Selection and Use of Technology

Although the research is evolving, many physical educators are exploring the use of technology in their classes in the hope that it will enhance their students’ learning and engagement. Special education instruction is meant to be individualized because of the wide array of abilities of individuals with disabilities. As a result, technology will vary in its effectiveness and may not meet the needs of all students. Careful discussion must occur among all members of the individualized education program (IEP) team when the team is considering the use of potentially expensive technology with individual students. Factors to consider include the student’s current level of functioning, any barriers the student might be struggling with, whether there is an appropriate solution within the technology to overcome these barriers, and whether data support the idea that the student may benefit from using the technology (Newton & Dell, 2011). Level of cognitive functioning, behavior, and interests can all affect the successful use of technology with individuals with disabilities. It is important that technologies be selected only if they can help the student achieve a learning outcome or goal better than if no technologies were being used. Careful selection of tools and strategies will ensure that no time, effort, or expense is wasted. It is important for you as a physical educator to answer a series of questions prior to using technology as an instructional or administrative tool:

• What is the cost of using the technology?
• Is the tool easy for both you and your student to use?
• Does the tool ensure that the student’s information will be secure?
• Is there evidence of effectiveness?
• Does the tool work on multiple platforms or devices?
• Does the tool allow you to solve a problem?
• Can the tool work within your school’s infrastructure? Does it require connectivity to function? Can it be accessed from multiple devices?
• Does the tool detract from or enhance the lesson?

Prior to using any technology, in particular those that involve visual or written documentation of student progress that is stored on or shared through the Internet, technology administrators for the school district should carefully review the technology and, if applicable, its terms of service and privacy statements. School district approval for the technology used should be obtained to ensure the privacy of student data is protected.

This chapter describes technologies that can be used to assist students with disabilities and their physical educators with assessment, instruction, the provision of equipment, communication, administrative tasks, and behavior management.

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