An Introspection: Embarking on the Journey Towards ICT in PE

“This too, shall pass!” is a familiar left-hand column thought whenever someone rolls out a new programme or initiative, particularly ICT-related. This reticent retort is especially true for PE teachers (PETs) as we hold up our hands in the air and exclaimed, “But PE is about movement, not using our iPads!” We perceive our role now as even more critical since we need to sway students away from the use of iPads back to the basketball courts and football fields.

It was 2019 and we were at the cusp between the old ICT Masterplans and the new one navigating through the possibilities of new technology. The implementation of the first four ICT Masterplans have seen the progression from improvement of frequency (quantity) of ICT use by teachers and students, and a shift from quantity of usage towards the quality of its use; and in the transformation from principally a teacher-centred, direct instruction pedagogy to a more learner-centred, constructivist pedagogy with the integration of ICT. In short, it was no longer sufficient that PETs are using ICT. PETs must use it well.

First, I need to be convinced as the authorised leader of the PE department. I recalled the only question I asked of my HOD ICT, “Is it a must to use ICT for PE?” His reply was all I needed. “No, only if the use of ICT was meaningful.” So I painstakingly poured through the notes from HQ, studying the intent, the pedagogical model and how to guide colleagues along this path. On the personal front, it was important to me that the initiative was authentic and meaningful. I would never want to waste people’s time on activities that were cosmetic. On the other hand, in my official role, it was imperative that I understood as much as possible so that I can translate those intentions into possible actions. I was bought. This Ed Tech Plan was something I believed in.

So I sat down with my team at our round table. “We have to do this. It cannot be avoided. And I believe in it.” They eyed me with suspicion. I was not one who was easily sold. “Look at the model. The first step is to decide what is the learning outcome. Then ask how ICT can help. It is not the other way round, putting the horse before the cart. This is something authentic. We do not need to use ICT if it is not meaningful.”

Then I took their questions. “We already do not have much time during lesson, with time loss to students making their way to and from PE venue, keeping of equipment et cetera. What is wrong with the current state such that we need to change? There is no Wi-Fi in the field, in the ISH.”

“Those are implementation issues, which we can solve over time as we embark on this journey.”

I shared my perspective on why this was necessary, about doing things right. This was a national initiative, into its fifth iteration since more than two decades ago. If it was superfluous, it would have not lasted this long. Second, being part of a school, a Future School some more, being ICT-comfortable in all aspects is a requirement. And lastly, suppose I shield the team from this work, I would not be helping them. If they move on to other schools, they will find themselves lagging others who would have many years of experience working with ICT in their PE work. This was a scenario I thought everyone would want to avoid. They sat there pensive.

Then I talked about doing the right things. The students are digital natives while the team are immigrants. It would not be fair for them if our own reluctance was the reason for the team not integrating ICT in our teaching. “ICT is their now and future”. I flashed our ratings from our students on their perception of ICT-use in PE. They were the lowest in the entire school. Our students do not see ICT and PE together because we caused it so.

People resist change because they do not believe in the need for change, as well as it takes effort to implement change. Sometimes, it is also because they cannot change or do not know how to change.

“Let’s be brutally honest and share why we may resist this change. I’ll begin by admitting that I am not always successful in linking my iPad to the Wi-Fi because I infrequently use it and thus the lack of practise dulled my expertise. If I can confidently and consistently connect my iPad to the learning ecosystem, project my contents for all to see, then yes, I am more likely to do it. Also, I am not the most competent in ICT use. HOD does not mean I know everything. You will all have to help me too. Be comfortable to point out where I fall short.”

With the honesty from the leader, I felt that put everyone at ease to divulge each’s unease. So we had a meaningful discussion that day. And the younger ones (yes, it is a stereotype that younger are more digitally competent) answered questions that the not-so-young may have. And we found that ICT-use was not that forbidding after all.

The next question was, how then does ICT help PE? Our subject is fairly teacher-centric and we asked ourselves how we can multiply the impact of a teacher using an iPad. The answer came naturally as video of performances are captured readily for teacher pointers, peer assessment and classroom review. Then there is the slow-motion replay aspect to aid skills breakdown and performance correction. All these in addition to the new roles that students can play as we augment our teaching with sports season model. The opportunities were capped by our imagination.

I consolidated the newfound confidence by making a joint-decided roadmap. Requirements were not made forbiddingly high such that people would want to try. Safety nets were erected for people to fail forward. Improvements were incremental and not by leaps and bounds. And most important of all, it was a journey we would embark on together, with lesson observations, PLCs and TTTs thrown in to increase discussions on ICT-in-PE to help everyone along.

The ratings made an astounding turnaround. They were now in the healthy range. PETs’ confidence with ICT was emboldened. And we constantly share ICT-possibilities with one another.

There was no magic in our transformation. It was a team effort. It goes back to the premise that most teachers want to do their best for the students. Once we can garner everyone’s agreement on the intent of any initiative, then we formulate the steps to take and the measures to indicate signs of progress. I was mindful of this proverb, “If you want to go fast, go alone. If you want to go far, go together.”