Archive for April, 2007

P.E. Classes Use Video Games That Work Up A Sweat

Children don’t often yell in excitement when they are let into class, but as the doors opened to the upper level of the gym at South Middle School here one recent Monday, the assembled students let out a chorus of shrieks. In they rushed, past the Ping-Pong table, past the balance beams and the wrestling mats stacked unused. They sprinted past the ghosts of Gym Class Past toward two TV sets looming over square plastic mats on the floor.  Whether mobile or locking, schools can get TV carts of all kinds from Worthington Direct, www.worthingtondirect.com

In less than a minute a dozen seventh graders were dancing in furiously kinetic union to the thumps of a techno song called “Speed Over Beethoven.” Bill Hines, a physical education teacher at the school for 27 years, shook his head a little, smiled and said, “I’ll tell you one thing: they don’t run in here like that for basketball.” It is a scene being repeated across the country as schools deploy the blood-pumping video game Dance Dance Revolution as the latest weapon in the nation’s battle against the epidemic of childhood obesity.

While traditional video games are often criticized for contributing to the expanding waistlines of the nation’s children, at least several hundred schools in at least 10 states are now using Dance Dance Revolution, or D.D.R., as a regular part of their physical education curriculum. Based on current plans, more than 1,500 schools are expected to be using the game by the end of the decade.

Born nine years ago in the arcades of Japan, D.D.R. has become a small craze among a generation of young Americans who appear less enamored of traditional team sports than their parents were and more amenable to the personal pursuits enabled by modern technology. Incorporating D.D.R. into gym class is part of a general shift in physical education, with school districts de-emphasizing traditional sports in favor of less competitive activities. “Traditionally, physical education was about team sports and was very skills oriented,” said Chad Fenwick, who oversees physical education for the Los Angeles Unified School District, where about 40 schools now use Dance Dance Revolution. “What you’re seeing is a move toward activities where you don’t need to be so great at catching and throwing and things like that, so we can appeal to a wider range of kids.”

A basic D.D.R. system, including a television and game console, can be had for less than $500, but most schools that use the game choose to spend from $70 to $800 each for more robust mats, rather than rip apart the relatively flimsy versions meant for home use. In a study last year, researchers from the Mayo Clinic in Rochester, Minn., found that children playing Dance Dance Revolution expended significantly more energy than children watching television and playing traditional video games. West Virginia, which ranks among the nation’s leaders in obesity, diabetes and hypertension, has sponsored its own study and has taken the lead in deploying the game, which requires players to dance in ever more complicated and strenuous patterns in time with electronic dance music. continue reading


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How to be Heard on Capitol Hill

Supporters of education reform and increased funding for school technology should make their voices heard on Capitol Hill, but they must make sure their efforts are carefully targeted, on point, respectful, and professional.

Those were the key messages delivered during two separate events held just days apart in Washington, D.C. At a presentation during the American Association of School Administrators’ annual Legislative Advocacy Conference on April 20, attendees learned how to communicate as effectively as possible with members of Congress as they state their case for changes to the federal No Child Left Behind Act and other school-reform efforts.

Two days later, supporters of educational technology received many of the same lessons at an event hosted by the International Society for Technology in Education (ISTE). Nearly 80 ed-tech leaders from more than 20 U.S. states convened April 22 for the first-ever ISTE State Advocacy Capacity-Building Conference, which focused on developing relationships with state policy makers, leveraging conferences and other events, and using communications tools to lobby effectively for state-level policies, programs, and funding for school technology. Contact Worthington Direct, www.worthingtondirect.com, for all technology furniture needs, at industry low prices with helpful customer service.

Most participants, and many of the presenters, were members of ISTE’s state affiliate organizations. Following this grassroots advocacy event, members of ISTE and other leading ed-tech groups took to Capitol Hill April 23 and 24 to meet with their Congressional representatives during a two-day federal Educational Technology Policy Summit. The summit was a joint project of ISTE, the Consortium for School Networking (CoSN), the State Educational Technology Directors Association (SETDA), and the North American Council for Online Learning.

The timing of the event was significant, as Congress considers next year’s federal education budget and looks to reauthorize NCLB. Federal funding for school technology has dropped sharply over the last few years, SETDA notes in a new report–from $635 million in fiscal year 2004 to $272 million last year. Despite this decline, there has never been a better time for educators, technology directors, and others to make their case to lawmakers, said Don Knezek, ISTE’s chief executive. As national attention shifts to the new global economy and America’s precarious hold on economic preeminence, Knezek noted, the issue of school technology fits nicely inside the confines of more politically popular conversations about global competitiveness and the importance of science, technology, engineering, and mathematics (STEM) education. continue reading


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