Final Practicum Report

Final Practicum Report

Title: Integrating Educational Technology in Physical Education: A Practicum in Innovation and Inclusion
Author: Elliot Ellison-Banks
Location: Newark, New Jersey
Role: Physical Education/Health Educator

Background

As a younger Physical Education (PE) educator, I have always believed that technology belongs in all classrooms the gymnasium included. While many administrators have long viewed PE as a “non-digital” or “activity-only” subject, I saw early on that Educational Technology (EdTech) could redefine what learning looks like in PE. This vision grew once I enrolled at LSU and started pursuing my Masters in Ed Tech. Both my passion for learner engagement and my understanding of how digital tools can support differentiated instruction, data-informed assessment, and learner empowerment.

I currently teach in an urban district where resources are often limited and access to tech can be inconsistent. Despite these challenges, my school district is officially recognized as a Future Ready District, meaning it has committed to preparing students for college, career, and digital citizenship through thoughtful use of technology. This initiative — paired with my belief that PE should not be left behind in digital innovation — motivated me to develop a practicum project focused on integrating EdTech into PE.

The idea is not without resistance. Most admin continuously express concerns that incorporating technology into PE might reduce movement time or shift focus away from fitness goals. However, through research, collaboration, and the application of instructional design models, I developed a framework proving that technology can, in fact, enhance physical learning rather than replace it. By integrating digital tools strategically — such as interactive platforms, data dashboards, and learner choice assessments — I sought to demonstrate that EdTech can make PE more inclusive, engaging, and effective.

Practicum Site: Newark, New Jersey

My practicum took place within the Newark Public Schools District (NPS) — one of the largest and oldest urban school systems in New Jersey. The district serves a diverse learner population with over 35,000 learners across 60+ schools. Newark’s schools are filled with talented, resilient learners who often face socioeconomic challenges that directly impact learning opportunities.

While the district has made strides toward digital equity, particularly since the COVID-19 pandemic, resource allocation remains uneven. Many schools now have access to Chromebooks, Smart Boards, and learning management systems such as Google Classroom, but the use of these tools in PE remains underdeveloped. Most technology access has historically been concentrated in core academic subjects.

Another notable challenge in Newark is balancing the push for academic rigor with the physical, social, and emotional needs of learners. PE often serves as one of the few spaces where learners can release energy, collaborate, and connect. Yet, because of limited budgets and equipment, it can be difficult for educators to innovate beyond traditional PE activities.

At the same time, the Future Ready Schools New Jersey initiative (a state program in which NPS participates) emphasizes integrating technology across content areas, promoting digital literacy, and supporting teachers in using EdTech tools to engage all learners. This alignment between district goals and my personal vision created a unique opportunity to pilot a practicum project showing how PE could advance the Future Ready mission; even with limited resources.

Problem Statement

The instructional problem addressed in this practicum project is the lack of effective integration of EdTech into PE. While PE traditionally emphasizes physical activity, skill development, and health knowledge, technology is often underutilized or implemented superficially in this subject area. Unlike core academic subjects that have embraced digital learning tools, PE frequently remains limited to direct instruction, drills, and traditional assessments. This gap results in missed opportunities to enhance learner engagement, personalize instruction, and use data to inform practice.

PE classes face several constraints: limited instructional time (typically 40 minutes), large and diverse learner groups, and the need to balance physical activity with cognitive understanding. Learners today are also digital natives who expect interactive, technology-supported learning experiences across subjects, including PE. However, barriers such as teacher preparedness, lack of training, and uncertainty about aligning technology with PE standards often prevent meaningful implementation.

By addressing this problem, my practicum project sought to design and implement an instructional unit that integrates educational technologies (Google Classroom, interactive apps, H5P branching scenarios (which I had to nix, unfortunately due to my free trial running out) into PE in ways that are standards-based, learner-centered, and sustainable.

Deliverable: Technology in Action Unit

The deliverable for this practicum is a fully designed, standards-aligned instructional unit titled Technology in Action: Building Fitness and Skills Through Digital Learning. This unit integrates digital tools into daily PE instruction, focusing on skill development and digital reflection. It is built using Backward Design and aligned to Bloom’s Taxonomy, UDL principles, ISTE Standards, and QM Rubrics.

Key Features of the Deliverable

• Google Classroom Hub: Centralized learning management system for assignments, reflections, and communication.

• Choice-Based Assessment Hub: Allows learners to demonstrate mastery through a quiz, infographic, video reflection, or written essay.

• Analytics Dashboard Prototype: A model of an ethical and accessible dashboard to visualize learner participation and progress while maintaining privacy.

• Parent Communication Page: A family-facing resource explaining the purpose of technology in PE, privacy considerations, and how families can support learners at home.

Instructional Objectives

By the end of the unit, learners will be able to:

1. Identify proper biomechanics of a basketball shot.

2. Demonstrate correct shooting form in live practice and digital reflection.

3. Analyze personal progress using fitness and performance data.

4. Create a digital product showcasing responsible use of fitness technology.

This deliverable demonstrates that technology can amplify physical learning, making PE more interactive and inclusive while building digital citizenship and reflection skills.

Reflection

Completing this practicum has been one of the most transformative experiences of my teaching career. As a younger educator, I have often been met with skepticism when proposing new ideas, especially those that involve tech in PE. Many veteran educators and admin equate screens with inactivity, assuming that tech distracts from movement rather than complements it. Through this project, I set out to prove that the opposite can be true when tech is used intentionally.

This practicum reaffirmed that innovation often starts with persistence. There weren’t any moments when I questioned whether meaningful technology integration was even possible given the constraints of equipment, space, and time. Applying instructional design frameworks helped me move beyond theory to practical solutions. The Backward Designapproach allowed me to start with clear learning goals and work backward to select only tools that served those outcomes. The UDL framework helped ensure accessibility and student choice, while ISTE Standards provided the foundation for digital citizenship and educator growth.

Feedback from peers throughout the design process played a critical role in shaping the final deliverable. Initially, I included too many EdTech tools, making the design complex and potentially unrealistic. After reflection and feedback, I streamlined the unit to focus on fewer, more purposeful technologies. This shift made the unit more cohesive, easier to implement, and better aligned with district constraints.

Implementing this project has also deepened my understanding of equity in digital learning. In Newark, where access and opportunity vary across schools, introducing technology in PE is about more than engagement; it’s about inclusion. Every learner, regardless of background or resources, should have the chance to develop digital literacy alongside physical fitness.

Ultimately, this practicum strengthened my identity not just as a PE teacher, but as an instructional designer and technology leader. It reminded me that innovation in education does not depend on the amount of technology available, but on the creativity and purpose behind its use. Going forward, I plan to continue refining this unit, share results with district leadership, and advocate for greater support in bringing EdTech into PE across ALL Newark schools.

References

CAST. (2018). Universal Design for Learning guidelines version 2.2. CAST. http://udlguidelines.cast.org

International Society for Technology in Education (ISTE). (2017). ISTE standards for educators. ISTE. https://www.iste.org/standards/for-educators

Quality Matters. (2018). Higher education rubric, sixth edition. Quality Matters. https://www.qualitymatters.org/qm-membership/higher-ed-membership

Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Association for Supervision and Curriculum Development (ASCD).

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.

Future Ready Schools New Jersey. (n.d.). About the Future Ready Schools NJ program. New Jersey School Boards Association. https://www.njsba.org