Investigating Pedometer Technology for Integrating Science and Mathematics Instruction

1. Investigating Pedometer Technology for Integrating Science and Mathematics Instruction Jim Rye and Sarah Selmer

2. Pedometer as a tool to integrate and enrich science and mathematics learning • Background • K-16 applications, including policy • CDC funding • Secondary Level • Elementary Level

3. Pedometer as a tool to integrate and enrich science and mathematics learning • Background (cont.): • Technologies: Pedometers, MS Excel, On-line and Desktop Food Composition and Nutrition Analysis Software, Global Positioning System Units (GPS) • Standards: National Science Education Standards (NSES), Principals and Standards for School Mathematics (PSSM), and National Educational Technology Standards (NETS)

4. Pedometer as a tool to integrate and enrich science and mathematics learning • Background (cont.) • Centers for Disease Control and Prevention (CDC) Externally Funded Project: • One of 3 studies (exploratory): How can pedometers be used for academic enrichment in informal education settings? • Focus on secondary level practicing teachers in HSTA • Primary data source: Post-implementation reports/reflections • Publication: Rye, J., Zizzi, S., Vitullo, E., & O'Hara Tompkins, N. (2005). The Pedometer as a Tool to Enrich Science Learning in the Context of Public Health. Journal of Science Education and Technology, 14, 521-531.

5. Pedometer as a tool to integrate and enrich science and mathematics learning • Background (cont.) • Graduate Course Offerings: Science/Mathematics Applications for Nutrition/Exercise/Public Health (Practicing Teachers) • Publications in Teacher Practitioner Journals: • Rye, J., & Smolski, S. (In press). Pedometer and Human Energy Balance Applications for Science Instruction. Science Activities. • Rye, J., Richards, A., Mauk, D., Waterworth, B., Poling, J., & Cool, T., 2006. (Submitted August, 2006). Science as a Moving Experience for All Learners.

6. Pedometer as a tool to integrate and enrich science and mathematics learning • Background (cont.) • Offshoot: Addresses physical inactivity epidemic and role of schools in promoting healthy weight • HRE Policy Research and Engagement Initiative: White and Policy papers at http://www.hre.wvu.edu/benedum/homepage_files/policybriefs.htm • Publication: Rye, J., O’Hara-Tomkins, N., Eck, R., and Neal, W. (In press). Promoting Youth Physical Activity and Healthy Weight Through Schools. West Virginia Medical Journal.

7. Research Questions • What are best practices for illustrating how science and mathematics can be integrated through pedometer technology in elementary methods courses? • What are preservice teachers’ perceptions about the applicability of pedometers to elementary science and mathematics instruction? • What is the scope of strategies that preservice teachers set forth in lesson plans that utilize pedometers in elementary science and mathematics instruction. • What is the scope of mathematics, science, and technology standards that can be addressed through the use of pedometer technology in elementary math and science instruction?

8. Methods • Interviews-description of interviewees • Background of participants • Questions related to pedometers • Class Surveys (include the question) • Post-Instructional Reflections • Analysis of Preservice Teacher generated lesson plans (strategies, standards targeted, etc)

9. Tentative emerging themes (cross case analysis): Pedometers are engaging for learners (children) “I think that’s what science and math need that something that is engaging” “Something like that will get kids excited about it and they are not going to realize that they are just walking and they will get excited” Pedometers present cross-curricular opportunities “I love to have thematic learning incorporatng language arts and science, and social, I think it just really pulls things together and show how everything is cross curricular and applicable to everything. “

10. Unique Perspectives Student Voice Potential: “The students (children) can think of far more things than I and I would love to give them a couple of ideas and then if they have some ideas of how to use the pedometer let’s do it”

11. Continuing Research • For this present semester how do we best implement pedometer technology into our methods courses? • Plan of implementation • Collection and analysis of data • We plan to analyze the lesson ideas generated, survey the classes at the end of the course, and conduct additional interviews of participants.

12. Implications for Future Practice in Methods Courses • Preservice teachers asked to incorporate science and mathematics standards in lesson plans. • Illustrating the use of the pedometer as a tool in project-based learning. • Enhance focus on funding (grant) opportunities for obtaining technology such as pedometers for instruction.

13. Recommendations for Future Research • Scope of what constitutes “technology” for mathematics and science instruction: • Pre to post interview and survey • Same cohort of students for mathematics and science methods course sections in which pedometers are utilized.