Skip to main content
SpringerLink
Log in

Integrating physical activity data technologies into elementary school classrooms

  • Development Article
  • Published:
Educational Technology Research and Development Aims and scope Submit manuscript

Abstract

This paper describes an iteration of a design-based research project that involved integrating commercial physical activity data (PAD) sensors, such as heart rate monitors and pedometers, as technologies that could be used in two fifth grade classrooms. By working in partnership with two participating teachers and seeking out immediate resources in the classrooms and elementary school site, we devised a set of technology-supported learning activities in which students pursued investigations related to the distances that they walk, the relationship between heights and footsteps taken, and variations in heart rates among twins and with adults. In addition, we assessed the students’ knowledge before and after the PAD technology supported learning intervention using both a written assessment and interviews. Results from the written assessments indicated that the newly designed activities indeed covered the intended content related to measures of center and averages. Results from the interviews suggested that students who participated in the unit designed to incorporate PAD technologies more reliably accessed knowledge related to measures of center and averages in scenario-based problems than their counterparts who followed a traditional unit. Practical lessons related to the use of this technology with elementary school children that were learned from this design activity are also summarized.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4

Similar content being viewed by others

Notes

  1. All names are pseudonyms.

  2. The method for determining a median given information on a student-invented chart led to an extended and engaged discussion in Mrs. Dehring’s class that we will discuss in a future report.

  3. The data sets were [11, 13, 15, 13, 12, 14, 10, 12, 10, 12, 10, 10] for one hypothetical class and [14, 13, 13, 17, 9, 16, 16, 13, 14] for the other.

References

  • Bakker, A., Derry, J., & Konold, C. (2006). Using technology to support diagrammatic reasoning about center and variation. Paper presented at the seventh international conference on teaching statistics, Salvador, Bahia, Brazil.

  • Bannan-Ritland, B. (2003). The role of design in research: The integrative learning design framework. Educational Researcher, 32(1), 21–24.

    Article  Google Scholar 

  • Bassett, D. R., & Strath, S. J. (2002). Use of pedometers to assess physical activity. In G. J. Welk (Ed.), Physical activity assessments for health-related research (pp. 163–177). Champaign, IL: Human Kinetics Publishers.

    Google Scholar 

  • Borgman, C. L., Abelson, H., Dirks, L., Johnson, R., Koedinger, K. R., Linn, M. C., et al. (2008). Fostering learning in the networked world: The cyberlearning opportunity and challenge. Retrieved January 10, 2010, from http://www.nsf.gov/pubs/2008/nsf08204/nsf08204.pdf.

  • Bravata, D. M., Smith-Spangler, C., Sundaram, V., Gienger, A. L., Lin, N., Lewis, R., et al. (2007). Using pedometers to increase physical activity and improve health. Journal of the American Medical Association, 228(19), 2296–2304.

    Article  Google Scholar 

  • Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141–178.

    Article  Google Scholar 

  • Buckley, B. C., Gobert, J. D., & Horwitz, P. (2006). Using log files to track students’ model-based inquiry. In S. A. Barab, K. E. Hay, & D. T. Hickey (Eds.), Proceedings of the seventh international conference of the learning sciences (Vol. 1, pp. 57–63). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Cai, J., Lo, J., & Watanabe, T. (2002). Intended treatments of arithmetic average in U.S. and Asian school mathematics textbooks. School Science and Mathematics, 102(8), 391–403.

    Article  Google Scholar 

  • Charles, R. I., Caldwell, J. H., Canvanagh, M., Chancellor, D., Copley, J. V., Crown, W. D., et al. (2009). enVisionMATH 5. Glenview, IL: Pearson.

    Google Scholar 

  • Collins, A. (1992). Toward a design science of education. In T. O’Shea & E. Scnalon (Eds.), New directions in educational technology (Vol. 96, pp. 15–22). Berlin: Springer.

    Google Scholar 

  • Edelson, D. C. (2002). Design research: What we learn when we engage in design. Journal of the Learning Sciences, 11(1), 105–121.

    Article  Google Scholar 

  • Hill, W. C., Hollan, J. D., Wroblewski, D., & McCandless, T. (1992). Edit wear and read wear. In Proceedings of the CM CHI ’92 conference on human factors in computing systems: Text and hypertext (pp. 3–9). New York, NY: ACM Press.

  • Janz, K. F. (2002). Use of heart rate monitors to assess physical activity. In G. J. Welk (Ed.), Physical activity assessments for health-related research (pp. 143–161). Champaign, IL: Human Kinetics Publishers.

    Google Scholar 

  • Kanter, D. E. (2010). Doing the project and learning the content: Designing project-based science curricula for meaningful understanding. Science Education, 94(3), 525–551.

    Google Scholar 

  • Konold, C. (2007). Designing a data analysis tool for learners. In M. C. Lovett & P. Shah (Eds.), Thinking with data (pp. 267–292). New York: Lawrence Erlbaum.

    Google Scholar 

  • Konold, C., & Miller, C. (2005). TinkerPlots. Dynamic data exploration. Statistics software for middle school curricula. Emeryville, CA: Key Curriculum Press.

    Google Scholar 

  • Konold, C., Robinson, A., Khalil, K., Pollatsek, A., Well, A. D., Wing, R., et al. (2002). Students’ use of modal clumps to summarize data. Paper presented at the Sixth International Conference on Teaching Statistics, Cape Town, South Africa.

  • Kuhn, D. (1989). Children and adults as intuitive scientists. Psychological Review, 96(4), 674–689.

    Article  Google Scholar 

  • Lamberg, T. d., & Middleton, J. A. (2009). Design research perspectives on transitioning from individual microgenetic interviews to a whole-class teaching experiment. Educational Researcher, 38(4), 233–245.

    Article  Google Scholar 

  • Lee, V. R., & DuMont, M. (2010). An exploration into how physical activity data-recording devices could be used in computer-supported data investigations. International Journal of Computers for Mathematical Learning, 15(3), 167–189.

    Google Scholar 

  • Lehrer, R., Kim, M.-J., & Schauble, L. (2007). Supporting the development of conceptions of statistics by engaging students in measuring and modeling variability. International Journal of Computers for Mathematical Learning, 12, 195–216.

    Article  Google Scholar 

  • Lehrer, R., & Schauble, L. (2000). Inventing data structures for representational purposes: Elementary grade students’ classification models. Mathematical Thinking and Learning, 2(1&2), 51–74.

    Article  Google Scholar 

  • Lehrer, R., & Schauble, L. (2004). Modeling natural variation through distribution. American Education Research Journal, 41(3), 635–679.

    Article  Google Scholar 

  • Linn, M. C., & Hsi, S. (2000). Computers, teachers, peers: Science learning partners. Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Linn, M. C., Layman, J. W., & Nachmias, R. (1987). Cognitive consequences of microcomputer-based laboratories: Graphing skills development. Contemporary Educational Psychology, 12(3), 244–253.

    Article  Google Scholar 

  • McClusky, M. (2009). The Nike experiment: How the shoe giant unleashed the power of personal metrics. Wired, 17, 81–91.

    Google Scholar 

  • Mokros, J., & Russell, S. J. (1995). Children’s concepts of average and representativeness. Journal for Research in Mathematics Education, 26(1), 20–39.

    Article  Google Scholar 

  • Nemirovsky, R., Tierney, C., & Wright, T. (1998). Body motion and graphing. Cognition and Instruction, 16(2), 119–172.

    Article  Google Scholar 

  • Pea, R. D., Tinker, R., Linn, M. C., Means, B., Bransford, J., Roschelle, J., et al. (1999). Toward a learning technologies knowledge network. Educational Technology Research and Development, 47(2), 19–38.

    Article  Google Scholar 

  • Redish, E. F., Saul, J. M., & Steinberg, R. N. (1997). On the effectiveness of active-engagement microcomputer-based laboratories. American Journal of Physics, 65(1), 45–54.

    Article  Google Scholar 

  • Resnick, M. (1998). Technologies for lifelong kindergarten. Educational Technology Research and Development, 46(4), 43–55.

    Article  Google Scholar 

  • Resnick, M., Berg, R., & Eisenberg, M. (2000). Beyond black boxes: Bringing transparency and aesthetics back to scientific investigation. Journal of the Learning Sciences, 9(1), 7–30.

    Article  Google Scholar 

  • Roschelle, J., & Pea, R. D. (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145–168.

    Article  Google Scholar 

  • Rye, J. A., Zizzi, S. J., Vitullo, E. A., & Tompkins, N. O. H. (2005). The pedometer as a tool to enrich science learning in a public health context. Journal of Science Education and Technology, 14(5/6), 521–531.

    Article  Google Scholar 

  • Shelton, B. E., & Scoresby, J. (2011). Aligning game activity with educational goals: Following a constrained design approach to instructional computer games. Educational Technology Research and Development, 59(1), 113–138.

    Article  Google Scholar 

  • Struck, W., & Yerrick, R. (2010). The effect of data acquisition-probeware and digital video analysis on accurate graphical representation of kinetics in a high school physics class. Journal of Science Education and Technology, 19(2), 199–211.

    Article  Google Scholar 

  • Sun, Y., Rye, J. A., & Selmer, S. (2010). Using pedometers in elementary science and mathematics methods courses. Journal of Mathematics Research, 2(4), 70–78.

    Google Scholar 

  • The Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5–8.

    Article  Google Scholar 

  • Tinker, R. (1996). Microcomputer-based labs: Educational research and standards. Berlin: Springer.

    Book  Google Scholar 

  • Tinker, R. (2000). A history of probeware. Retrieved January 2, 2010, from http://www.concord.org/publications/detail.

  • Tinker, R., & Krajcik, J. S. (2001). Portable technologies: Science learning in context. New York: Kluwer.

    Book  Google Scholar 

  • Trotter, A. (2008). ‘Probeware’ on increase in schools’ science labs. Education Week, 27(29), 1–14.

    Google Scholar 

  • Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5–23.

    Article  Google Scholar 

  • Zucker, A. A., Tinker, R., Staudt, C., Mansfield, A., & Metcalf, S. (2008). Learning science in grades 3–8 using probeware and computers: Findings from the TEEMSS II project. Journal of Science Education and Technology, 17(1), 42–48.

    Article  Google Scholar 

Download references

Acknowledgments

Tom Caswell, Mischy DuMont, and Justin Wright provided valuable assistance during this study. Thanks go to the participating teachers and students. This work was supported in part by funding from the US National Science Foundation under Grant No. DRL-1054280. The opinions expressed herein are those of the authors and do not necessarily reflect those of the National Science Foundation.

Author information

Authors and Affiliations

  1. Department of Instructional Technology and Learning Sciences, Utah State University, Logan, UT, 84322-2830, USA

    Victor R. Lee & Jonathan M. Thomas

Authors
  1. Victor R. Lee
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Jonathan M. Thomas
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Victor R. Lee.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Lee, V.R., Thomas, J.M. Integrating physical activity data technologies into elementary school classrooms. Education Tech Research Dev 59, 865–884 (2011). https://doi.org/10.1007/s11423-011-9210-9

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11423-011-9210-9

Keywords

Search

Navigation