P31 (continued)
Journal of Nutrition Education and Behavior � Volume 44, Number 4S, 2012 Poster Abstracts S37
Because this is a new pedagogy, the key to success is flexi-bility to adapt the processes as needed.Conclusions and Implications: Teaching nutrition viaiPad apps is engaging to students and is a rewarding andnovel experience for extension educators, but challengesand solutions also must be considered.Funding: Supplemental Nutrition Assistance ProgramEducation through the Alabama Cooperative ExtensionSystem and the Alabama Department of HumanResources.
P32 Nutrition iPad Apps ShowcaseB. Struempler, PhD, [email protected], AuburnUniversity, 207 Duncan Hall, Auburn University, AL36849; S. Parmer, PhD; M. Gregg, EdD; K. Graham, MS
Objective: A new pedagogy for nutrition educationevolved when Apple released its iPad in 2010. Apps arewhat make the iPad come to life; they can help you livebetter, play harder, visit outer space, and everything in be-tween. Seven apps to help youth make better food choiceswill be premiered during this presentation.Use of Theory or Research: The iPad apps are compo-nents of the new Experiential Learning Theory curriculum,Body Quest: Food of the Warrior.Target Audience: Approximately 2,000 third-graders areparticipating in the 17-week intervention. Educators havea mobile iPad laboratory (n ¼ 20 iPads) that is transportedfrom classroom to classroom.Description: The content for the apps is targeted for ele-mentary youths and supports national education contentstandards. Nutrition is taught through spelling, matchingskills, food identification, and literacy understanding.Apps are directed by six anim�e characters who tout thehealth benefits of eating fruits (Body Doctor), vegetables(Shining Rainbow), protein (Muscle Max), grains (GrainoSupa), and fiber (Fiberlicious) and drinking water (SuperSlurper). Nutrition content in the apps includes balancedmeals, food groups, food nutrient function, and healthysnacks.Evaluation: During pilot testing, all apps were tested forusability, likeability, and technical competence by a teamof extension professionals, computer software engineers,and students.Conclusions and Implications: These iPad apps offera novel pedagogy for teaching nutrition educationthrough technology to our future digital workforce.Funding: Supplemental Nutrition Assistance ProgramEducation through the Alabama Cooperative ExtensionSystem and the Alabama Department of HumanResources.
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P33 Promoting Youth Physical Activity andNutrition Behaviors through Earth DrawingN. Hongu, PhD, MEd, RD, [email protected],University of Arizona, Department of Nutritional
Sciences, 1177 East 4th Street, Tucson, AZ 85721-0038;C. Martinez, PhD; R. Thornton, BS, Colorado StateUniversity; M. Mosqueda, BS, University of Arizona;R. Turner; B. Orr, PhD
Objective: An earth-drawing teaching tool was designedto promote physical activity and enhance nutrition knowl-edge of youths while they are drawing the images of fruitsand vegetables on the earth. The goal of this project was todevelop earth-drawing teaching tools with and withouttechnology.Use of Theory or Research: The application that weused is a new twist on an old game, ‘‘earth drawing.’’Global Positioning System (GPS) devices and Smartphoneswith GPS sensors offer a ‘‘track’’ feature, which allows usersto record their itinerant path. Users can download, view,and edit tracks on Google Maps. This process is known asGPS drawing.Target Audience: Youths aged 12 to 14 years.Description: First, we used GPS Map 60 (Garmin Interna-tional, Inc, Olathe, KS) to draw the images of foods (ie, car-rot, pineapple, broccoli, or fish) or a series of letters witha slogan such as ‘‘Fish-A-Day.’’ We designed earth-drawingfat-soluble vitamin images on GoogleMaps. Earth-drawingactivities can be done with technology (GPS devises orSmartphones) or without technology (using constructionflags and strings or ribbons).Evaluation: Students (n ¼ 42) were given examples ofearth drawings on a sheet of paper and asked to workwith 4 to 5 students per team. They had earth draw-ings with and without technology. After their activi-ties, we made a poster to display their drawings onGoogle Maps.Conclusions and Implications: Earth drawing mayserve as a creative outlet for youths becoming aware ofa healthy diet while they are physically active and havingfun.Funding: American Dietetic Association Foundation.
P34 Development and Evaluation of anInformal SMS-based Intervention to PromoteHealthy Lifestyle Behaviors in AdolescentsM. Hingle, PhD, MPH, RD, [email protected],University of Arizona, Department of NutritionalSciences, 1177 East 4th Street, Shantz, Room 328, Tucson,AZ 85721; M. Nichter, PhD; N. Merchant, PhD;N. Hongu, PhD, RD; D. Roe, PhD; B. Orr, PhD; S. Going, PhD
Objective: Develop and test an informal and youth-friendly approach to affect adolescent knowledge andbehaviors related to healthy eating, using mobile technol-ogies.Design, Setting and Participants: Proof of principlehealthy lifestyle intervention conducted during 12 weekswith youths aged 12 to 18 years, recruited from 14 after-school programs January to December, 2011.
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