Page 83 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

ICT can also be used to connect students to other schools, at home and abroad, and to bring the global community into the local classroom.
The integration of information and communications technology into the health and physical education program represents a natural extension of the learning expectations, as does the use of other technological devices such as pedometers and heart rate monitors.
Whenever appropriate, students should be encouraged to use ICT to support and communicate their learning. Current technologies are useful both as research tools and as creative media. For example, students working individually or in groups can use digital technology (e.g., mobile applications and devices, the Internet) to gain access to health, fitness, or safety information. Mobile or online applications or software can be used to record food choices over a period of time, calculate nutrient intake, maintain a fitness profile, monitor fitness targets, illustrate movement skills, and assist with other tasks that help students achieve healthy living goals. Wearable devices can provide data and feedback to support tracking and monitoring of fitness goals. Students can use apps or interactive software to participate in a range of simulated physical activities and to analyse their individual movement competence. They can use fitness apps and digital recording devices to set and track fitness goals and monitor progress and improvements. In addition, students can use digital devices to design and present multimedia works, to record the process of creating their dance or movement sequences, to support the development of movement skills, to record role-playing scenarios while practising interpersonal and decision-making skills related to healthy relationships, and for numerous other purposes.
Although the Internet is a powerful learning tool, there are potential risks attached to its use. All students must be made aware of issues related to inaccurate information, Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred.
ICT tools are also useful for teachers in their teaching practice, both for whole-class instruction and for the design of curriculum units that contain varied approaches to learning in order to meet diverse student needs. A number of educational software programs to support health and physical education are licensed through the ministry and are listed at www.osapac.org/db/software_search.php?lang=en.
THE ONTARIO SKILLS PASSPORT: MAKING LEARNING RELEVANT AND BUILDING
ESSENTIAL SKILLS AND WORK HABITS
The Ontario Skills Passport (OSP) is a free, bilingual, web-based resource that provides teachers and students with clear descriptions of the “Essential Skills” and work habits important in work, learning, and life. Teachers planning programs in health and physical education can engage students by using OSP tools and resources to show how what they learn in class can be applied in the workplace and in everyday life.
The Essential Skills identified in the OSP are: • Reading Text
• Writing
• Document Use
SOME CONSIDERATIONS FOR PROGRAM PLANNING
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