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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. 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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  1. PET 673- Integrating Instructional Technology in Physical Education Day 2

  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 • 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

  3. 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

  4. 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

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

  6. 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

  7. 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

  8. 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

  9. 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

  10. 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

  11. 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

  12. Digital cameras in PE • Bulletin boards • Snapshots to send to local media • Yearbook photos • Class newspaper/ Blog • Student of the week

  13. 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

  14. Check for Understanding :Critical elements & Phases of movement Ready Position Back to Target Chest to Target Hands High

  15. 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.

  16. Lunch

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