Integrating Instructional Technology in Physical Education and Sport

PET 673

On Campus

Day 2

Unit 4

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iClicker Check for Understanding

Which of the TPACK components is reflective in this scenario? (Multiple Choice)

1 . Mrs. Franklin participates in a professional development workshop to learn how to design a personal for her PE class

A. TK

B. TPK

C. TPACK

D. CK

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iClicker Check for Understanding

Which of the TPACK components is reflective in this scenario? (Multiple Choice)

2. Mr. Grey creates a slide show of rules, technique videos, and a series of skill challenge activities for his archery unit so that students can progress through the challenges at their own pace and refer to info as needed. A. TCKB. TKC. TPACKD. TPK

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iClicker Check for Understanding

Which of the TPACK components is reflective in this scenario? (Multiple Choice)

3. Mr. Gates uses audio tracks that have time verbal instructions embedded (e.g., walk, jog, skip, etc.) for when students enter the gymnasium and begin their warm-up activity. A. TPK

B. TCK

C. CK

D. TPACK

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iClicker Check for Understanding

Which of the TPACK components is reflective in this scenario? (Multiple Choice)

4. Ms. Allen contemplates using sport movement analysis software to help her communicate the complexities of biomechanicsA. TCK

B. TK

C. TPK

D. CK

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Outline

I. Action Research in Action

II. Teacher Skill & Value of Teaching with Technology

III. Lesson Planning & Delivery Tools

IV. TK- Prezi

I. Becoming a #PEGeek Session 2

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Action Research in Action

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Action Research

“A disciplined process of inquiry conducted by and for those taking the action. The primary reason for engaging in action research is to assist the actor in improving or refining his or her actions”

- Sagor (2000)

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Identifying Problems –Seeking Solutions

• Daily instructional decisions present contextual challenges (e.g., ability of learners, interest and engagement of students, weather, etc.)

• Action research is a systematic approach to problem solving

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Types of Action Research

Descriptive

• Implement existing strategy within instructional setting

• Examine outcomes of existent strategy, to understand its workings, and strengths and limitations

Quasi-Experimental

• Implement a new strategy or idea within instructional setting

• Examine outcome of hypothesis or “theory of action,” strengths and limitation

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A desire to learn what we need to know to improve future performance

Stages of Action Research

1. Clarifying Vision and Target (Pre-Planning)

2. Deliberate Planning (Planning)

3. Implementing Action and Collecting Data (Action)

4. Reflecting on Data and Planning Informed Action (Result)

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Clarifying Vision and Target

• Identifying a focus for your ARP may take time and some guided reflection

– It should be one that you are passionate about and believe improvement is possible and you are capable of completing

– Jones already selected my “focus” what else do I have to think about?

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Clarifying Vision and Target -Reflective Interview Activity

• 10-15 minute reflective interview; 3 minute summary(“This is what I understand you to be saying”); 3 minute response for clarification

• Be an active listener

• Keep notes – hand written

• Remember this is a brainstorm session, so for now please only ask questions, don’t provide your opinion or suggestions just yet.

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Interview Questions

• Tell me about your preliminary ideas for your technology action research project? (Unit selection? Learning activities? Students? Technology? Why? etc.)

• What do you envision your students gaining (performance target) from your ARP?

• What improvements do you hope to see in your own teaching practices (process target) as a result of your ARP?

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Peer Share

• Spend a few minutes to collect your thoughts, then group into 4-5 and share your ideas and initial plans for your ARP

• Group members are now able to ask questions, and provide comments or suggestions

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Teacher Skill & Value of Teaching with Technology

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Research on Teacher Comfort with Technology

• Teachers who are comfortable with technology are more likely to integrate that technology into their teaching1

• Positive attitudes toward technology has been linked to time spent and experience with technology 2

• Secondary PE teachers who had greater proficiency (with technology) reported increased use of technology in their teaching3

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1Freidus & Grose, 19982Migliorino & Maiden, 2004 3Gibbone et al 2010

First Order

Barriers (External)

Second Order

Barriers (Internal)

Gaining Skill or Technology Proficiency

• Typical formats for gaining technology skills:

A. Professional development sessions (in or outside district)

B. Self taught

C. Teacher preparation program

D. Learn from peers/colleagues

E. Other?

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Based on your experiences which would you say best reflects how you have (or prefer) to learn about technology?

Training & Comfort Themed Quotes from Blog #2

I need more training the use of technology before I can integrate it further into my curriculum.

We have very minimal training on how to use technology and gadgets in our physical education curriculum.

I have the assumption that teachers without formal training do not use technology. Not only do they not use it, they are not people who seek it out and explore new ways to used technology.

I also think that in order to be able to effectively use technology, a teacher must first have the resources available and must also be trained in how to use it.

I am not offered opportunities to get proper training in areas of technology.

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Optimistic / Attitude Themed Quotes from Blogs #1 and #2

I am hoping to learn more and hopefully find ways to use the resources effectively.

As I gain more experience I am learning that a good teacher will make the best of technology and can achieve specific objectives if used properly.

I still have positive attitude toward technology use in education because I believe instructional technology use can make my job easier and more efficient.

The more open you are, the better you will be as a teacher

I strongly believe that when implemented correctly, the use of technology in physical education can have a positive impact on student learning and learning outcomes.

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Self Teaching Mode

• Technology Summary, Reviews, Suggestions– Bonnie Mohnsen (PE

specialist)• http://www.pesoftware.co

m/Technews/news.html

– Kathy Scrhock (generalist)• http://www.schrockguide.n

et/index.html

– #PEGeeks• On Twitter or Google+

Communities

– Computer Using Educators • http://cue.org/

• Online Tutorial and Resources– http://www.lynda.com/– http://www.skillshare.com

/– http://www.youtube.com– Web-based Owners

Manuals

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Lesson Planning & Delivery Tools

A Sample of ideas

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Web-based Resources

• Videos: YouTube, Kahn Academy, Tedx Talks, ESPN Sport

Science

• Tutorials: Take Charge Be Healthy , Fitness for Life

• Healthy / Nutrition Interactive: Anatomy Arcade,

BBC Interactive Body, USDA My Plate , Dole SuperKids

• Organization: Google Drive, DropBox

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Potential Standards addressed using Web-based resources : 2, 3, 4, 5, 6

Planning & Delivery

Prezi

• Basics

– Selecting a Template

– Inserting information

– Inserting photos

• Advanced

– Background music

– Audio overlay

– Sharing- Embedding

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PE Geek Session #2

Lunch 12:30-1:30

Geeks prepare from 1:30-2:00

Session starts 2:00

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