Technology is transforming the traditional brick and mortar classroom. The PE classroom is also witnessing the inclusion of technological affordances to engage students and impact learning. The onset of COVID-19 has presented itself as an accelerator of technology in our schools. All this is making it an exciting time to teach in schools to harness and embrace the effects of technology. At EdTech 1999, I presented my vision of the virtual PE classroom (VPEC) based on the prevailing and emerging technologies at that time. More than 20 years later, I now look back in retrospect at those embryonic days and have attempted to chart our journey in PE with technology over the years. This paper aims to trace and describe the gradual inclusion of technology in a subject better associated with the physical domain of learning motor skills. It documents the various milestone attempts to actively use technology in the PE classroom. Today we have the ability for every child to stay connected using a health tracker that will provide continual and immediate feedback to the student. It is envisaged that such technological affordances when fully harnessed will change the landscape of the PE classroom. We will explore the viability and challenges of transforming the PE Classroom with technology whilst being cognizant of ensuring physical literacy is still attained. This paper will also discuss the emergence of augmented reality (AR) which has been around for many years but has yet to gain traction for use in PE. I wonder how our PE Classroom will be like in another 20 years?
Technology is transforming the traditional brick and mortar classroom. The PE classroom is also witnessing the inclusion of technological affordances to engage students and impact learning. The onset of COVID-19 has presented itself as an accelerator of technology in our schools. All this is making it an exciting time to teach in schools to harness and embrace the effects of technology. At EdTech 1999, I presented my vision of the virtual PE classroom (VPEC) based on the prevailing and emerging technologies at that time. More than 20 years later, I now look back in retrospect at those embryonic days and have attempted to chart our journey in PE with technology over the years. This paper aims to trace and describe the gradual inclusion of technology in a subject better associated with the physical domain of learning motor skills. It documents the various milestone attempts to actively use technology in the PE classroom. Today we have the ability for every child to stay connected using a health tracker that will provide continual and immediate feedback to the student. It is envisaged that such technological affordances when fully harnessed will change the landscape of the PE classroom. We will explore the viability and challenges of transforming the PE Classroom with technology whilst being cognizant of ensuring physical literacy is still attained. This paper will also discuss the emergence of augmented reality (AR) which has been around for many years but has yet to gain traction for use in PE. I wonder how our PE Classroom will be like in another 20 years?
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