Abstract
Wearable technologies are increasingly gaining attention. Gadgets such as Smartwatch, Fitband, Google Glass, and similar healthcare devices can be worn by the consumer and have several benefits in various contexts. This study examined teachers perception on fitness bands and if they have any benefits to classroom teachers. 28 classroom teachers were each given a fitness band for 35 days. Prior to giving them the fitness band, a pre-survey was administered. At the end of the 35 day period a post-survey was administered. Ninety-three percent of the teachers completed both the post and pre-survey in which they responded to change in teacher motivation and teaching practices due to wearing the fitness band. There were also four open ended questions that addressed benefits and challenges of using the fitness band in educational contexts. This study has implications for those considering using fitness band in an educational setting.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Adams, C. (2012). Teachers in training. The Scholastic Administrator, 12, 46–49.
Brunsell, E., & Horejsi, M. (2010). GeoEverything: the magic carpet. The Science Teacher, 77(6), 12.
Cook, C., Heath, F., & Thompson, R. (2000). A meta-analysis of response rates in web or internet based surveys. Educational and Psychological Measurement, 60(6), 821–836.
Eakin, E., Mummery, K., Reeves, M., Lawler, S., Schofield, G., Marshall, A., & Brown, W. (2007). Correlates of pedometer user: results from a community-based physical activity intervention trial. International Journal of Behavioral Nutrition and Physical Activity, 4(31).
Ertmer, P. A. (2006). Teacher pedagogical beliefs and classroom technology use: a critical link. Indiana: Purdue University.
Keller, J. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2–10.
Maloy, R. W. (2011). Transforming learning with new technologies. Boston: Pearson/Allyn and Bacon.
Merriam-Webster (2015). Motivation definition. Retrieved from http://www.merriam-webster.com/dictionary/motivation.
Ogilvie, D., Foster, C., Rothnie, H., Cavill, N., Hamilton, V., Fitzsimons, C., & Mutrie, N. (2007). Interventions to promote walking: systematic review. British Medical Journal, 334(1204).
Reitzes, D. C., & Mutran. (2006). Self and health: factors that encourage self-esteem and functional health. Journal of Gerontology, 61B(1), S44.
Risko, E., & Kingstone, A. (2010). Eyes wide shut: implied social presence, eye tracking and attention. Attention, Perception, & Psychophysics, 73(2), 291–296.
Sharma, S., Gittelsohn, J., Rosol, R., & Beck, L. (2010). Addressing the public health burden caused by the nutrition transition through the healthy foods north nutrition and lifestyle intervention programme. Journal of Human Nutrition and Dietetics, 23(Suppl 1), 120–127.
Sheehan, K. B. (2001). Email survey response rates: a review. Journal of Computer-Mediated Communication, 6(0).
Sheingold, K. & Hadley, M. (1990). Accomplished teachers: integrating computers into classroom practice. New York: Centre for Technology in Education.
Stronge, J. H. (2002). Qualities of effective teachers. Alexandria: Association for Supervision and Curriculum Development.
Tomorrow, P. (2006). Speak Up 2006: Snapshot of Selected National Findings from Teachers.
Acknowledgement
This study was funded by Institute for Emerging Issues, NC State University. Grant Titled “Beginning Teachers Matter”.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Ertzberger, J., Martin, F. Use of Fitness Bands by Teachers in the Classroom. TechTrends 60, 392–397 (2016). https://doi.org/10.1007/s11528-016-0079-7
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11528-016-0079-7