After incorporating application based technology into the Physical Education classroom at both the Grade 9 and Grade 10 levels, there were a few notable observations that took place. The insertion of new technology into the classroom certainly generated interest. Students were more attentive during instruction and seemed genuinely curious about the lesson. However, based on self evaluation scores provided by the students at the end of each class (which are predominately based on afftecive domain learning), there was not a significant increase compared to prior classes.

This could be due to a number of factors but was likely due to the fact that my pedagogy was always focused on affective domain learning, even prior to the introduction of application based technology and thus students may have already felt as if they were meeting or exceeding personal and social responsibility goals. I did however observe anomalies when reviewing self evaluation scores. Certain students gave themselves significantly higher (a grade level or more) self evaluation marks during the classes in which application based technology was utilized. This was particularly the case in the Grade 9 Geocaching class. When asked about the dramatic increase in self evaluation scores, these students responded by saying that they felt more involved within their group, and that they enjoyed the role they fulfilled within the group.

In conclusion then, application based programs could certainly have a positive effect on affective domain learning. However, the trick has much more to do with effective implementation and lesson design than it does with merely providing students with a new stimulus. The applications are best served as a tool rather than a toy.

Grade 10 Golfing observations:

Students utilized the coaches eye app to assist in coaching a partner throughout the duration of the unit. Without promoting, students utilized other means of information such as Youtube  to compare their partners swings to that of professional golfers. The player-coach design of the unit allowed for a significant amount of affective domain learning, but the use of application based technology certainly improved player-coach interaction even further.

Grade 9 Geocaching observations:

Geacaching was only utilized for a single lesson, but using the application in combination with providing students with roles in their groups allowed for an enriching learning experience. Many students enjoyed the aspect of moderate intensity physical education as opposed to usual high intensity tasks and games.