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Balance in education is like balance in life …

You gotta have it!

Traci Lengel

Imagine a world where technology consumes every fiber of our existence, where learning, socializing, and personal growth are linked and dependent upon screens and digital advancements. Are you able to see that we are already headed in this direction with minimal hesitation or reflection of potential dangers? The Movement and Technology Balance: Classroom Strategies for Student Success places education in the driver’s seat to redirecting this detrimental, singular path by uniting movement and technology to optimize learning while educating the child as a whole. The greatest philosophers of all time heavily advocate the importance of gaining and maintaining balance in life. Balance is often viewed as a critical component for personal and professional success, good health, and overall happiness. This life concept should be equally supported in educational curriculums, goals, and standard practices.

The Movement and Technology Balance is a resource that provides all teachers (in every grade level and content area), administrators, and educational leaders/affiliates with ample evidence and practical applications on how to define, promote, and implement this innovative methodology. The concepts and activities found herein outline a unique balance that incorporates movement and technology strategies to enhance the cognitive, physical, social, and mental/emotional well-being of students to prepare them for life’s challenges and opportunities. Society is engrossed in technology and addictions are intensifying. The movement and technology (MT) balance can help education redirect this course while creating a healthier, more productive alternative. In Chapters 1–3, detailed, thought-provoking research and ideas are presented to encourage the reader to stop and take a closer look at current societal and educational trends regarding movement and technology, along with the roles that each play in the lives of our younger generation. Teachers, curriculum developers, administrators, and parents alike are urged to embrace and develop the MT balance as a necessity for building a brighter, health-conscious, and well-rounded learner.

Chapter 4 describes the concept of using the MOST method in the 21st-century classroom by moving students often with a steady flow of technology as a best practice model. Movement and technology usage and comfort levels are explored to allow readers to identify their own strengths and weaknesses from their individual, personal perspective. Additionally, in this chapter, the acronym STRIDES is defined and described as a means for bridging the gap between movement and technology to uncover an effective balance that enhances learning potential and student success. STRIDES is as follows:

 S—Structuring and Managing

 T—Transforming with A.A.A.

 R—Refining Movement and Technology

 I—Interconnecting Communities

 D—Defining the Balance

 E—Employing SMART Activities

 S—Supporting a United Approach

This structure assists the educator (MTE) by providing a step-by-step approach to either increase/decrease kinesthetic activities or technology usage with the objective of discovering the MT balance.

Becoming an MT educator (MTE) is a journey that does not and should not take place with haste. It is a process that requires practice, trial and error, knowledge, and experience. Chapters 5–11 are devoted to breaking down each step of STRIDES to guide the reader on this educational endeavor. Structuring and managing the MT classroom is a concern for many teachers, especially when it comes to physically moving students around expensive technological equipment/devices. Chapter 5 addresses these issues by discussing classroom designs, space fluidity, and management strategies. In Chapter 6, readers are given the opportunity to analyze their personal and professional outlooks on movement and technology while setting goals to uncover their own MT balance. Once specific goals are established, an abundance of functional, hands-on classroom application strategies can be shared to make these ambitions a reality. These suggestions are often the most valued by educators who are open to growth and change and want to provide the best possible learning environment for their students. For this reason, Chapters 7–10 are detailed with a wide variety of useful, viable activities that can be incorporated into any academic setting to increase student achievement while offering a fun, vibrant learning environment for all.

The final chapter of this book emphasizes the significance of fostering a united approach that includes schools, homes, and communities to truly establish and grow the MT balance philosophy. The reality is that change will not come easily, and working in isolation will only take us so far. With educational pioneers at the forefront, we must bond together as a society to establish an all-inclusive, comprehensive attitude that helps our younger generation find this balance in their lives. Technology is here to stay; therefore, we must welcome it with a practical plan that benefits and simplifies our lives but doesn’t include overuse. Physical activity and increased movement are critical to our overall health and well-being. When these two concepts are united in a balanced manner, they create an intelligent, capable individual and society that is ready for just about anything!