Abstract
We live in a day and age where we are entirely surrounded by technology through a variety of engaging platforms.  Technology is everywhere we look and there is just no getting away from it.  We are seeing an increasing use of mobile devices (tablets, smart phones) and often observe that these mobile devices are becoming a distraction, keeping students from being effective in class. The following articles/studies look at different ways to incorporate technology into the physical education classroom and examine how to best facilitate these devices so that they do not become distractions in the classroom.

Technology Integration in Secondary Physical Education: Teachers’ Attitudes and Practice
Anne Gibbone, Paul Rukavina, Stephen Silverman
This study provided strong data examining teachers attitudes towards and practice of technology in among secondary physical education.  Results suggested that teachers had positive attitudes, yet a limited use of technology.  By analysing data, the authors found that budget (43%), class size (18.9%), and lack of training (13.3%) were major barriers for teachers to bring technology into the classroom.  This study has contributed to research in this field of study and provided further knowledge of attitude components and current practices pertaining to physical educators’ views and teaching practices.

Using Mobile Phone Technology to Enhance Physical Education Efficiency
Maria Stoicescu, Monica Stanescu
This article speaks to the advantages various mobile devices bring to the classroom.  The authors touch on the ability of these devices to increase awareness of students about the importance of exercise and how their bodies reacts to the effort.  Stoicescu and Stanescu suggest that students are “addicted” to their phones and that educators must find new methods (mobile phone technology) to apply into their teaching in order to enhance students interest in continuing physical activity.

Innovative Ways to Use Modern Technology to Enhance, Rather than Hinder, Physical Activity among Youth
Nicole Martin, Evan Ameluxen-Coleman, Derikk Heinrichs
This article looks at different ways of using modern technology to keep students interested and motivated to continue physical education.  The authors look deeper into active video game devices and smartphone applications as a means of engaging students.  The video games discussed in this article engaged students by having them repeat what was being demonstrated on the television, varying anywhere from a Zumba class to a UFC workout.  The smartphone applications discussed were used as monitoring devices used to track physical activity, nutrition, and stress reduction.

The Impact of Video Technology on Student Performance in Physical Education
Jose Palao, Peter Hastle, Prudencia Cruz, Enrique Ortega
This study examined the effectiveness of use of video feedback on student learning in physical education.  This was done by having three classes learn hurdles in a track and field unit, each under different conditions; verbal feedback by the teacher, video and teacher feedback, video and student feedback.  It was found that the condition with “video and teacher” feedback provided the best results, seeing the most improvements in skill execution, technique, and knowledge learning.  The teacher in this study noted that he felt overwhelmed by the demands of the of the technology on his time.  By providing students with video feedback we are able to highlight certain movements that are difficult to comprehend through verbal feedback only.

A Case Study of Wikis and Student-Designed Games in Physical Education
Peter Hastle, Ashley Casey, Anne-Marie Tarter
This study reports on the incorporation of wiki technology within physical education. Wiki is a server software that allows users to create and edit web content openly, so that anyone can edit the page.  With this particular trial, students were put into groups and asked to create their own games using the wiki as their collaboration tool.  Using the wiki resulted in a high quality learning experience and enabled a 24/7 like classroom.  It was also observed that students were able share ideas easily and also allowed success for “non-superstar” students.