This project’s purpose was to link physical education and technology to engage primary students in meaningful literacy experiences. The setting for the project was two classrooms (grade two/three and grade four) in an urban community school. Students were taught, and were digitally photographed playing, five low organizational games. After learning on laptop computers how to manipulate the photographs, the students sequenced the order of game events and engaged in a procedural writing process that was used to develop ebooks describing how to play their games. Students reported that they: 1) loved writing their books and listed many additional topics for writing another book; 2) loved using the computer to write their books – it made the writing, spelling and changing (revising) easier; 3) wanted to write another book; and, 4) loved playing the games with their classmates. Teachers found this project benefited the development of the following student skills: social and engagement, story sequencing, revision and editing, technology, First Nations content and perspective, physical education and differentiated instruction. To the extent that children think about it at all, technology is generally perceived by them as a means to entertainment, and is used mainly in a sedentary and often passive way. In this project technology was employed to enhance and reinforce an important learning experience respecting healthy active living and development of literacy skills. At the same time, the children learned valuable and exciting computer skills that will aid them in their future learning experiences.
|Keywords:||Literacy, Health, Primary Education, Cross-Disciplinary, Technology, Obesity|
Vice Principal, Regina Public School Board, Regina, Saskatchewan, Canada
Professor, Faculty of Kinesiology & Health Studies, University of Regina, Regina, Saskatchewan, Canada
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