Pet 673 integrating instructional technology in physical education
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PET 673- Integrating Instructional Technology in Physical Education. Day 2. Day 1Reading Response Activity. Small Group Task : Lead reviewers will cluster and discuss reading Generate collective summary to be shared with class, Share personal reactions

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PET 673- Integrating Instructional Technology in Physical Education

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Pet 673 integrating instructional technology in physical education

PET 673- Integrating Instructional Technology in Physical Education

Day 2


Day 1reading response activity

Day 1Reading Response Activity

  • Small Group Task :

    • Lead reviewers will cluster and discuss reading

      • Generate collective summary to be shared with class,

      • Share personal reactions

      • Prepare 3-4 discussion points and/or questions related to reading to lead discussion

  • Large Group Task :

    • Each reading group will share and lead discussion with whole class

Mishra & Koehler 2006

Team 1 lead

Team 2 lead

Team 3 lead

Team 4 lead

Team 5 lead

Gibbone et al., 2010

Team 1 lead

Team 2 lead

Team 3 lead

Team 4 lead

Team 5 lead

Woods et al., 2008

Team 1 lead

Team 2 lead

Team 3 lead

Team 4 lead

Team 5 lead


Barriers to teacher s technology use

Barriers to Teacher’s Technology Use

Ertmer, 1999; Pierson, 2001

External Barriers:

  • Lack of training

  • Lack of administration support

  • Limited time for teacher planning

  • Budget constraints

    Internal Barriers:

  • Basic resistance to change

  • Incompatible with values

  • Conflict with teaching beliefs

  • Teacher technology knowledge / proficiency


Technology training and professional development

Technology Training and Professional Development

  • Characteristics of Quality Technology PD:

    • Demonstrates explicit technology and instructional connections

    • Models effective uses of technology

    • Provides hands-on and “active learning” with technology

    • Focuses on technology use to enhance student learning

    • Provides on-going support and follow-up

Ince et al., 2006; Martin et al., 2010


It to assess monitor and evaluate student learning in pe

IT to Assess, Monitor, and Evaluate Student Learning in PE


Digital video in pe

Digital Video In PE

  • Idea Sharing with Professionals

  • Instructional Aides

  • Assessment & Student Evaluation

    The introduction of digital video into teaching and learning should be gradual, purposeful, and subject to regular review on part of teacher and learner – Weir & Connor, 2009, p. 168


Digital video in pe1

Digital Video in PE

Idea Sharing with Professionals

www.peuniverse.com

  • http://www.peuniverse.com/Videos/VideoDetail/tabid/221/IndexID/4344/Default.aspx

  • http://www.peuniverse.com/Videos/VideoDetail/tabid/221/IndexID/1162/Default.aspx


Digital video in pe2

Digital Video in PE

Instructional Aides

www.peuniverse.com

  • http://www.peuniverse.com/Videos/VideoDetail/tabid/221/IndexID/1154/Default.aspx

  • http://www.peuniverse.com/Videos/VideoDetail/tabid/221/IndexID/1153/Default.aspx

  • Example 1

  • Example 2

  • Example 3


Digital video in pe3

Digital Video in PE

Assessment & Student Evaluation

www.peuniverse.com

  • http://www.youtube.com/watch?v=dMH0bHeiRNg

  • http://www.peuniverse.com/Videos/VideoDetail/tabid/221/IndexID/1123/Default.aspx

  • Example


  • Types of digital video

    Types of Digital Video

    • Reference Clips

      • selected and edited by teachers to show particular aspect of performance to practice or improve upon

    • Feedback to Learners

      • captures student performance, allows them to view with specific focus on cues to demonstrate

    • Assessment of Learning

      • students shoot videos of performance to document progress for teacher evaluation

    PET 441 Example- raw footage


    Think pair share

    Think, Pair, Share

    • How have you seen or used video to deliver content or assess student learning?

    • If given a choice, which type of video would you most likely use in your teaching? Why?

      • Reference Clips

      • Feedback to Learners

      • Assessment of Learners


    Digital cameras in pe

    Digital cameras in PE

    • Bulletin boards

    • Snapshots to send to local media

    • Yearbook photos

    • Class newspaper/ Blog

    • Student of the week


    Student uses of digital cameras

    Student Uses of Digital Cameras

    • “A Day in the Life of…”

    • Scavenger hunts of concepts learned

      • Example

    • Student designed class newspaper

    • Know Your Community

      • Example

    • Evaluate School PA “friendliness”

    • Sport Photo Journalist

    • How I’m/My Family is Active at Home

    • Skills check

    • Check for understanding

      • Example


    Check for understanding critical elements phases of movement

    Check for Understanding :Critical elements & Phases of movement

    Ready Position

    Back to Target

    Chest to Target

    Hands High


    Assess student learning

    Assess Student Learning:

    • With a partner, photograph what one might look like when using a light, medium, and hard force when hitting a tennis ball with a racquet. Describe what clues are given by the body to reflect light, medium, and hard force.


    Lunch

    Lunch


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